BENGALURU CITY UNIVERSITY

CHOICE BASED CREDIT SYSTEM

(Semester Scheme with Multiple Entry and Exit Options for

Under Graduate Course)

Syllabus for Psychology

(I & II Semester)

2021-22 onwards
 Course Pattern and Scheme of Examination For BA/ [Link].
as per NEP (2021-2022 and onwards)
Subject: PSYCHOLOGY
Ho Examination
S Cou Tot Duratio Tota
Title urs pattern Max.
l. Seme rse al n of l
of the per Course Components and min
N ster Typ Ho Examin Cre
Paper wee Marks/
o e urs ation dits
k Paper
Lect Tuto Pract CI E To
ure rial ical E S tal
E
1 II DSC Found 52 4 3 1 - 40 60 10 3 hours 4
C ation 0
of
Psycho
logy
2 II DSC Practic 30 4 - - 4 25 25 50 3 hours 2
L als I
3 I OE Psycho 45 3 2 1 - 40 60 10 3 hours 3
C logy of 0
Health
and
Wellbe
ing
4 I SEC Life 45 3 2 - 1 40 60 10 3 hours 3
Skills 0
1
5 II DSC Found 52 4 3 1 - 40 60 10 3 hours 4
C ation 0
of
Behavi
our
6 II DSC Practic 30 4 - - 4 25 25 50 3 hours 2
L als 2
7 II OE Youth 45 3 2 1 - 40 60 10 3 hours 3
C Gender 0
, and
Identit
y
8 II SEC Life 45 3 2 - 1 40 60 10 3 hours 3
Skills 0
2

• *DSCC: Discipline Specific Core Course

• DSCL: Discipline Specific Core Lab
• OEC: Open Elective Course
• SEC: Skill Enhancement Course
• AECC: Ability Enhancement Compulsory Course (Language)
 Undergraduate program in Psychology
NEP 2020
Preamble

NEP has given rise to a novel dimension in fine tuning and accelerating the learning
process of a student. Keeping this in mind emergence of LOCF (Learning Outcome-based
Framework) has taken place.
Psychology as a science/social science tries to understand the behaviour of an
individual in different situations making the learner to get equipped with various abilities to
lead life with refined knowledge and talent as well as making it more student centric.
In the present context the syllabi of Psychology (BA/BSc) is framed in such a way to
gain fundamental and advanced knowledge of psychology along with enhanced skills.
Further, preparing the students to get ready to meet the needs of job market.
The curriculum committee framed by the Government of Karnataka includes:

1. Dr. G. Venkatesh Kumar, Professor, University of Mysuru, Mysuru

2. Dr. Vijayalakshmi A. Aminabhavi, Professor, Karnatak University, Dharwad
3. Dr. Lancy D’Souza, Associate Professor, Maharaja’s College, Mysuru
4. Dr. M. Sreenivas, Associate Professor, Bangalore University, Bengaluru
5. Dr. Kamala H, Associate Professor, Maharani Cluster University, Bengaluru
6. Dr. Beena Daliya, Associate Professor, IIPR, Bengaluru

At the outset the proposed CBCS scheme for the Four years Multidisciplinary
Undergraduate Honours Programme / 5 years Integrated Master’s Programme covers major
and minor disciplines in Psychology, Open Electives, skill development in the 1st and 2nd
semesters with Ability Enhancement. (Completion of one year course - a student is eligible
for a “Certificate” in Psychology with 48 credits).
The concept of Psychology in the 1st and 2nd semesters throw light on basic
information about psychology making the beneficiary to acquire and develop the knowledge
about psychology in terms of biological base of behaviour, sensation, attention, perception,
memory, learning, decision making, emotions, motivation, intelligence, thinking and
reasoning as well as personality along with experiments.
In the second year which comprises of 3rd and 4th semesters cover the aspects related
to Child Psychology and Developmental Psychology as major and minor disciplines along
with Ability Enhancement, Skill Enhancement Course and Extracurricular activities.
(Completion of two years course - a student is eligible for a “Diploma” in Psychology with
96 credits).
Once the student enters 3rd year of learning psychology under BA/BSc stream in the
5th semester student can select one of major disciplines under Social Psychology,
Organizational Psychology, and Corporate Psychology. Under minor disciplines choice is
given between Social Psychology and Organizational Psychology.
In the 6th semester, major disciplines include Abnormal Psychology, Health
Psychology and minor disciplines has options between Organizational Psychology Abnormal
Psychology, Health Psychology and Corporate Psychology followed by Skill Enhancement
Paper. (Completion of three years course - a student is eligible for a “Graduation Certificate”
in Psychology with 136 credits).
Fourth year of NEP includes students of only major discipline. 7th semester of Fourth
year includes Bio Psychology, Cognitive Psychology, Child Guidance and Counselling and
Research Methodology with discipline specific electives comprising Child Pathology,
8th semester has a major discipline on Theories of Personality and Learning as wellas
Theories of Motivation and Emotion, Counselling and Guidance. Discipline specific elective
course has Forensic Psychology and Research Project Work. (Completion of four years course
- a student is eligible for a “Honours Degree Certificate” in Psychology with 176 credits).
It should be kept in mind that, the practical in every semester is related to the theory
paper that a student learns.
 NEP Syllabi of Psychology (Discipline Specific Course) subject for BA/BSc- I Semester
With effect from academic year 2021-22 and onwards
PAPER – I: FOUNDATIONS OF PSYCHOLOGY – I
Credits 4
Teaching hours: 52 hours
ESE: 60 marks
CIA: 40 marks

Learning Outcomes:
1. Students will understand the genesis of Psychology and its importance
2. Students will gain basic knowledge about Psychology
3. Students will understand the fundamental mental processes which are base for
behaviour
4. Students understand the Applications of Psychology in various fields

NIT – I: GENESIS AND GOALS OF PSYCHOLOGY (10 hours)

• Psychology: Emergence and Development; Definition and Goals of Psychology-

Understanding, Describing, Predicting and Control of Behaviour.

• Key Perspectives: Psychodynamic, Behavioural, Humanistic, Biological and Cognitive

• General, Bio–Physiological, Social, Child, Developmental, Abnormal and Cognitive
Psychology.

• Psychology as Applied Science: Introspection, Observation, Experimental, Clinical And

Questionnaire Method.

UNIT– II: BIOLOGY AND BEHAVIOUR (12 hours)

• Neuron: Structure and functions; Neural impulse; Synapse and Neurotransmitters

• Nervous system: Structure and Functions of Central nervous system and Peripheral
nervous system

• Methods of studying brain functions: invasion, lesion, ablation, chemical and stimulation
method

• Endocrine system: Functions and Effects : Pituitary, Thyroid, Parathyroid, Adrenal and
Gonads
UNIT-III: SENSATION, ATTENTION AND PERCEPTION (10 hours)

• Sensation: Definition and Characteristics.

• Types of Senses and Receptors Involved in Each Sensation.
• Attention: Meaning and Phenomena (Span of Attention, Division of Attention, Fluctuation
and distraction), Determinants: Objective and Subjective.

• Perception: Meaning and Characteristics, Gestalt Laws of Perceptual Organization.

• Depth Perception: Meaning, Perceptual Constancies, Monocular and Binocular Cues
• Errors in Perception -
1) Illusion - Types - Horizontal-Vertical, Muller Lyer and Illusion of Movement.
2) Hallucination- Visual, Auditory and Tactile

UNIT-IV: LEARNING (10 hours)

• Introduction: Definition, Factors Influencing Learning: Motivation, Reinforcement and

Association.

• Types of Learning: Trial and Error Learning: Experiment and Laws. Classical
Conditioning, Extinction, Spontaneous Recovery, Generalization, Discrimination, Higher
Order Conditioning.

• Operant Conditioning: Experiment (experiment on Pigeons) Reinforcement, Schedules of

Reinforcement, Shaping and Chaining.

• Cognitive Learning: Insightful (Kohler) and Observational (Bandura)

UNIT-V: MEMORY AND FORGETTING (10 hours)

• Memory: Basic Processes – Encoding, Storage and Retrieval.

• Types of Memory: Sensory Memory, Short-Term Memory Long-Term Memory, Working
Memory, Semantic Memory, Autobiographical Memory and Flashbulb Memory.

• Techniques to Improve Memory: Mnemonics, Chunking, SQ3R (Survey, Question, Read,

Recite and Review)

• Forgetting: Nature and Causes of Forgetting

Text Books:

• Robert Feldman (2011) Essential of Understanding Psychology 10th Edition, ISBN-13-

9781259003059/ISBN–10–1259003051

• Morgan, C. T., King, R. A., Weiss, J. R. and Schopler, J. (2012). (Latest

Edition).Introduction to Psychology. Tata McGraw Hill Education Pvt. New Delhi

• Nataraj, P. (latest edition): Psychology for Beginners. Mysore :Srinivas publication

• Parameshwaran, E. G., & Beena, C. (2010): An Invitation to Psychology, Neelkamal Pvt.
Hyderabad

Reference:
1. Mangal S.K.(2000) General Psychology. New Delhi: Sterling Publishers [Link].
2. Shashi Jain (Latest edition). Introduction to Psychology. New Delhi: Kalyani Publishers.
3. Rajamanickam, M. (2008). Modern General Psychology. Vol 1 & 2. Concept Publisher.
New Delhi.
PRACTICALS I
Credits 2
Teaching hours: 4 hours per week
ESE: 35 marks
CIA: 15 marks

(Minimum 8 Practical to be conducted)

1. Directed Observation on the accuracy of report
2. Colour blindness
3. Localisation of sound
4. Mapping of colour zones
5. Set on Attention
6. Bilateral transfer of training
7. Muller-Lyer Illusion
8. Illusion of movement (Phi-Phenomena)
9. Meaning on retention
10. Retroactive Inhibition
11. Proactive Inhibition
12. Span of attention

STATISTICS

• Grouping of Data: Tabulation and frequency distribution

• Measures of Central tendency: Mean and Median for Grouped and Ungrouped data

Practical batches: 10 students per batch

Exam: 10 students per batch
Mark: 25 marks for semester end examination +25 marks for Journal records as an
internal assessment

25 marks for exam: Plan and procedure 05

Conducting one experiment 5

Results and discussion 05

Viva 05

Statistics 5

Total 25
 OPEN ELECTIVE COURSE (OEC)
Credits 3
Teaching hours: 45 hours
ESE: 60 marks
CIA: 40 marks
Psychology of Health and Wellbeing
Learning Outcomes

1. Understanding the spectrum of health and illness for better health management
2. Identifying stresses in one's life and how to manage them
3. Understanding a variety of health announcing health protective and health
compromising behaviours and to be able to know their application in illness
management

Course Content

Unit 1: Illness, Health and Wellbeing; Health continuum; models of health and illness:
Medical, Bio psychosocial; Holistic Health; Health and Wellbeing. 10 hours
Unit 2: Stress and Coping: Nature and Sources of Stress; Personal and Social Mediators of
Stress; Effects of Stress on Physical and Mental Health; Coping and Stress management 10
hours.
Unit 3: Health Management: Health enhancing behavior’s : Exercise, Nutrition, Meditation,
Yoga; Health compromising behaviors (alcoholism, smoking, internet addiction); Health
Protective behaviors, Illness Management. 12 hours
Unit 4: Promoting Human Strengths and Life Enhancement: Strength: Meaning; Realizing
strength; Maximizing Unrealized Strength. Weakness – Meaning, Identifying & Overcoming
Weakness. Strategies to develop hope and optimism.
13 hours
References:

Carr. A. (2004) Positive Psychology: The science of happiness and human strengthUK:
Routledge.
DiMatteo, M.R &. Martin, L.R.(2002). Health Psychology. New Delhi: Pearson.

Farshaw, M 2DD3) Advanced PsychoIo9Y: Health Psychology. London: Hodder and

Stoughton
Forshaw, M. (2003).Advanced Psychology: Health Psychology. London: Hodder and
Stou9htan.
Hick. J. W. (2005).Fifty signs of Mental Health. A Guide to understanding mental
health. Yale University Press.
Snyder, C R., & Lopez. S.J.(2007) Positive Psychology: The scientific and practical
explorations of human strengths. Thousand Oaks, CA Sage.
Taylor. S.E. 2006).Health Psychology.6th [Link] Delhi: Tata M
 SEC: Life Skills: 1

Credits 3
Teaching hours: 45 hours
ESE: 60 marks
CIA: 40 marks

Objective:

Life skills training equips people with the social and interpersonal skills that enable them to
cope with the demands of everyday life. The objectives of this course are to build self-
confidence, encourage critical thinking, foster independence and help people to communicate
more effectively and work effectively in groups at personal and professional level
Course Outcomes:

CO1: Understand the need and importance of life skills in everyday professional and
personal lives
CO2: Analyse the factors contributing to develop self-awareness, empathy, critical and
creative thinking and enhance decision making and problem solving
CO3: Solve professional and personal barriers using efficient critical and creative thinking
and effective decision making and problem solving
CO4 : Create individual effective strategies to develop self-awareness, empathy , critical and
creative thinking and enhance decision making and problem solving

-----------------------------------------------------------------------------------------------

Unit 1: Overview of Life Skills 10 hours

• Meaning and significance of life skills

• Life skills identified by WHO: Self-awareness, Empathy, Critical thinking, Creative
thinking, Decision making, problem solving, Effective communication, interpersonal
relationship, coping with stress, coping with emotion
• Use of Life skills in personal and professional life
• Life Skills Training – Models-4 H,
• Life Skills Education in the Indian Context.

Unit 2:Self-awareness and empathy: 10 hours

• Definition and need for self-awareness and empathy;

• Self-esteem and self-concept
 • Human Values, tools and techniques of Self-awareness and empathy
• Activities: Johari window and SWOC analysis, Journaling, reflective questions,
meditation, mindfulness, psychometric tests and feedback.
Unit 3: Critical and creative Thinking 12 hours

• Definition and need for Creativity and Critical Thinking

• Need for Creativity in the 21st century, Imagination, Intuition, Experience and
Sources of Creativity
• Lateral Thinking
• Critical thinking Vs Creative thinking, Convergent & Divergent Thinking.
• Activities :Fish Bowl , Debates , 9 dots puzzle, Circles of possibilities, Best out of
waste, Socratic seminars, Group discussion , brain storming and lateral thinking
exercises
Unit 4: Decision Making and Problem Solving 13 hours

• Definition of decision making and problem solving

• Steps in problem solving: Problem Solving Techniques
• Analytical Thinking, Numeric, symbolic, and graphic reasoning. Scientific
temperament and Logical thinking
• Activities: Six Thinking Hats, Mind Mapping, Forced Connections, A shrinking
vessel, reverse pyramid.
References:

• Barun K. Mitra, “Personality Development & Soft Skills”, Oxford Publishers, Third
impression, 2017.
• ICT Academy of Kerala, "Life Skills for Engineers", McGraw Hill Education (India)
Private Ltd., 2016.
• Caruso, D. R. and Salovey P, “The Emotionally Intelligent Manager: How to Develop
and Use the Four Key Emotional Skills of Leadership”, John Wiley & Sons, 2004.
• Kalyana, “Soft Skill for Managers”; First Edition; Wiley Publishing Ltd, 2015.
• Larry James, “The First Book of Life Skills”; First Edition, Embassy Books, 2016.
• ShaliniVerma, “Development of Life Skills and Professional Practice”; First Edition;
Sultan Chand (G/L) & Company, 2014.
 DSC2: Foundation of Behaviour
Credits 4
Teaching hours: 52 hours
ESE: 60 marks
CIA: 40 marks

Course Objectives:

• To understand the dynamics of emotions and motivation.

• To understand theoretical concepts of Human Intelligence.
• To analyse and relate the concepts of thinking, problem solving, reasoning and
decision making to cognition
• To understand and classify the different types of Personality.

Course Outcomes:
After successful completion of the course students will be able to:

• evaluate and understand the different human emotions

• critically evaluate and identify determinants of motivation
• compare and contrast different theories of intelligence
• differentiate the human personalities

CHAPTER 1 EMOTIONS-10 hours

• Meaning and definition,
• Classification of emotions- primary and secondary.
• Responses to emotions- physiological, behavioural, psychological and cognitive.
• Theories of emotions-physiological, neurological, cognitive.
• Emotional Intelligence- Meaning, definition, components. Application of emotional
intelligence.

CHAPTER 2 MOTIVATION 10 hours

• MEANING, DEFINITION, BASIC CONCEPTS-
• Instincts, needs, drives, incentives, motivational cycle.
• Approaches to the Study of Motivation: Psychoanalytical, ethological, S – R,
Cognitive, humanistic.
• Biological Motives: Hunger, thirst, sleep and sex.
• Social Motives: Achievement, affiliation, approval
CHAPTER 3 INTELLIGENCE-12 hours
• Meaning, Definition of intelligence, characteristics of intelligence.
• Types- social, crystallized, emotional, fluid.
• Theories of Intelligence- Factor theories, hierarchical theories, process oriented
theories, information processing theories.
• Educating Gifted children
• Assessment of intelligence- Indian tests for intelligence. The concept of intelligence
quotient.

CHAPTER 4 THINKING AND REASONING. 10 hours

● Introduction to cognition
● Introduction to Thinking and Problem Solving Process
● Elements of Thinking and Types of Thinking
● Creative and critical thinking : Meaning and types
● Concept Formation: Meaning , importance and process of concept formation
● Problem Solving: Meaning, importance, steps, and obstacles
● Reasoning and decision making

CHAPTER 5 PERSONALITY -10 hours

• Meaning, definition,
• Theories of personality- Type and trait, Dynamic, behavioural, Humanistic.
• Assessment of personality- Need. Rating scales, questionnaires, Projective
techniques.

Books for Reference:

Baron, R. A. (2014).Psychology. (5thed.). Delhi: PHI Learning Pvt. Ltd.
Feldman, R. S. (2018). Understanding Psychology (14thed.). New York: McGraw Hill
Hergenhahn, B. R., & Henley, T. (2013). An Introduction to the history of
psychology. Cengage Learning.
Hilgard, E. R., Atkinson, R. C. & Atkinson, R. L. (2015).Introduction to psychology. (16th
ed.). Boston: Cengage Learning.
Malim, T. (2017). Introductory Psychology. Macmillan International Higher Education.
Morgan, C. T., King, R. A., Weisz, J. R., & Schopler, J. (2001).Introduction to
psychology.(7th ed.). Chennai: McGraw- Hill Education (India) Pvt. Ltd.
PRACTICALS 2
Credits 2
Teaching hours: 4 hours per week
ESE: 25 marks
CIA: 25 marks

Any 2 experiments from each section to be taught,

total 10 experiments + statistics

1. Emotions:
a. Emotional regulation scale
b. Emotional intelligence scale/ questionnaire
c. Oxford happiness scale
d. Fear checklist
e. Positive and Negative affect scale
2. Motivation
a. Achievement motivation
b. The motivation assessment scale
c. Power motive inventory/Scale
d. Academic achievement need scale
e. Guidance need inventory
3. Intelligence
a. Standard progressive matrices
b. WAIS ( Weschler’s adult intelligence Scale)
c. Draw a man test
d. SFB ( Seguin Form Board)
e. General Mental Ability Test by Jalota
4. Thinking and reasoning
a. Stroop effect
b. Test of creativity
c. Cognitive style assessment
d. Concept formation
e. Problem solving ability test based on Tower of London test
 5. Personality:
a. Eyescenk’s personality inventory
b. Children’s personality questionnaire
c. 16 PF test of personality
d. NEO Personality Inventory
e. Myers Briggs Types indicator

Statistics: Measures of Variance (Grouped and Ungrouped)

● Standard Deviation
● Range
● Quartile deviation
 GEC2: Youth, Gender and Identity

Credits 3
Teaching hours: 45 hours
ESE: 60 marks
CIA: 40 marks

Unit 1: Introduction 10 hours

a. Concepts of Youth: Transition to Adulthood, Extended Youth in the Indian context
b. Concepts of Gender: Sex, Gender Identity, Sexual Orientation, Gender Roles, Gender
Role Attitudes, Gender Stereotypes
c. Concepts of Identity: Multiple identities

Unit 2: Youth and Identity 10 hours

a. Family: Parent-youth conflict, sibling relationships, intergenerational gap
b. Peer group identity: Friendships and Romantic relationships
c. Workplace identity and relationships
d. Youth culture: Influence of globalization on Youth identity and Identity crisis

Unit 3: Gender and Identity 10 hours

a. Issues of Sexuality in Youth
b. Gender discrimination
c. Culture and Gender: Influence of globalization on Gender identity

Unit 4: Issues related to Youth, Gender and Identity 8 hours

a. Youth, Gender and violence
b. Enhancing work-life balance
c. Changing roles and women empowerment
d. Encouraging non-gender stereotyped attitudes in youth

Unit 5: Law and Youth 7 hours

a. Juvenile Justice act
b. LGBT rights in India
c. UNICEF programs for youth
References
Berk, L. E. (2010).Child Development (9th Ed.). New Delhi: Prentice Hall.
Baron, R.A., Byrne, D. & Bhardwaj.G (2010).Social Psychology (12th Ed).New Delhi:
Pearson.
Elizabeth Herlock (2015) Developmental Psychology, McGraw-Hill
NayanaJoshi (2019) : Handbook of Juvenile Justice , Lawmanns Publication
 SEC: Life Skills: 2
Credits 3
Teaching hours: 45 hours
ESE: 60 marks
CIA: 40 marks

Objective:

Life skills training equip people with the social and interpersonal skills that enable them to
cope with the demands of everyday life. The objectives of this course are to build self-
confidence, encourage critical thinking, foster independence and help people to communicate
more effectively and work effectively in groups at personal and professional level
Course Outcomes:

CO1: Understand the foundations of communication, positive interpersonal relationship,

stress and emotion management and group dynamics
CO2: Analyse the factors contributing to effective communication, positive interpersonal
relationships and effective stress and emotional management
CO3: Apply the principles of effective communication, positive interpersonal relationships
and effective stress and emotional management in everyday life
CO4 : Create individual effective strategies for enhancing communication skills,
maintaining health inter personal relationships and positive management of stress and
emotions

Unit 1: Effective Communication 10 hours

• Effective communication and Presentation skills.

• Verbal and nonverbal communication, types of barriers
• Writing Skills: Activities: Letter Writing, Job Application, Resume writing.
• Listening Skills: Activities : Listen and Draw , Blindfold walk
• Activities : Interview Skills, Group Discussion, Presentation Skills, stand up for
fillers, Just A Minute
Unit 2: Interpersonal Relationship 10 hours

• Meaning and benefits of Interpersonal skills

• Components of Interpersonal skills,
• Techniques of improving Interpersonal skills,
• Activities: Role play, Ice breakers, circle time discussions, group discussion, two
truths and a lie and SWOC analysis of peer
Unit 3: Coping with Stress and emotions 12 hours

• Stress Management: Stress, reasons and effects

• Identifying stress, the four A's of stress management
• Identifying and managing emotions, harmful ways of dealing with emotions
• Activities : Stress Dairies, PATH method and relaxation techniques, Zen / Mandala
drawing, creating Joy Collage, Gratitude Journaling, Eye Contact games
Unit 4: Group and Team Dynamics 13 hours

• Introduction to Groups: Composition, formation, expectations, Problem Solving,

Consensus, Dynamics techniques,
• Group vs Team, Team Dynamics,
• Managing team performance and managing conflicts
• Activities : Chinese Puzzle, Use what you have game ,Group timeline, Do the Math :
Cooperation and competition in groups, Barter Puzzle
References:

• Barun K. Mitra, “Personality Development & Soft Skills”, Oxford Publishers, Third
impression, 2017.
• ICT Academy of Kerala, "Life Skills for Engineers", McGraw Hill Education (India)
Private Ltd., 2016.
• Caruso, D. R. and Salovey P, “The Emotionally Intelligent Manager: How to Develop
and Use the Four Key Emotional Skills of Leadership”, John Wiley & Sons, 2004.
• Kalyana, “Soft Skill for Managers”; First Edition; Wiley Publishing Ltd, 2015.
• Larry James, “The First Book of Life Skills”; First Edition, Embassy Books, 2016.
• Shalini Verma, “Development of Life Skills and Professional Practice”; First Edition;
Sultan Chand (G/L) & Company, 2014.
BENGALURU CITY UNIVERSITY
BENGALURU

CHOICE BASED CREDIT SYSTEM

(Semester Scheme with Multiple Entry and Exit Options for
Under Graduate Course –as per NEP 2020)

Syllabus for [Link]. / B.A PSYCHOLOGY

III & IV SEMESTER

2022-23 onwards
 Table of Contents

Sl. No Content Page No

1 List of Committee Members

3
2 Structure for Psychology Discipline 4

3 Assessment 5

4 Semester - III 6-10

5 Semester - IV 11-15

General Pattern of Psychology

6 16
Question Paper(NEP-2020)

7 Practicals 17

8 Open Elective 18

Sd/-
Chairman (BOS)
 Structure for Psychology Discipline

Semester III
No. of Total
Course Paper Credits teaching Assessment
Hours/Week Marks

DSC - 3 Child Development 4 4 100 (60+40)

DSC - 3 Practical paper - 3 2 4 50 (25+25)

O E -3 Psychology and Mental Health 3 3 100 (60+40)

Semester IV
DSC - 4 Developmental Psychology 4 4 100 (60+40)

DSC - 4 Practical paper - 4 2 4 50 (25+25)

O E -4 Psychology at Work 3 3 100 (60+40)

Assessment:

Weightage for assessment (in Percentage)

End Semester
Summative
Course Formative Assessment / IA Examination
Assessment

Theory 40 60 40+60=100

Practical 25 25 50

Projects - - 3

Experiential
- - 4
Learning
OE 40 60 40+60=100
 NEP Syllabi of Psychology (Discipline Specific Course) subject for
BA/[Link] III Semester With effect from
Academic year 2022-23 and onwards

PAPER – III: CHILD DEVELOPMENT

(56 HOURS)
Learning Outcomes:
1. To understand the Physical, Cognitive and Language development
2. To know about the role Emotional and Moral development
3. To understand the genetic and chromosomal abnormalities
4. To understand the different disorders faced by children in their growth period
* Teaching Hours 4 hours per week
* 60 marks for examination and 40 marks for Internal Assessment

UNIT I - INTRODUCTION TO CHILD DEVELOPMENT (10 hours)

a)Historical views of childhood
b) Theories of child development – Cognitive theories, Behavioral and social cognitive
theories; Ecological model – Bronfenbrenner. Ethological model / perspective.
c) Methods and Designs – Longitudinal, Cro ss – sectional, Sequential, Correlation.
Modern methods of Child Development.
d) Careers in Child development.
e) Research Challenges in Child development.

Unit II – PRE-NATAL DEVELOPMENT(10 hours)

a) Conception - Stages in prenatal development - Germinal stage, Embryonic stage and Fetal
stage.
b) Prenatal Environmental Influences - Teratogens, Prescription and Nonprescription
Drugs-illegal drugs, Tobacco, Alcohol, Radiation, Environmental Pollution, Maternal
Disease and other Maternal Factors.
c) Child birth – Stages of child birth
d) New Born Assessment – APGAR scale, Brazelton Neonatal Behavioural Assessment
Scale.
e) Chromosomal and Gene linked abnormalities – Chromosomal abnormalities - Down
Syndrome; Abnormalities of the sex chromosomes - Kleinfelters, Fragile x, Turner’s,
XXX, XYY; Gene linked abnormalities - PKU, Sickle Cell Anaemia, Tay Sachs Disease.
f) Genetic Counselling, Postpartum period: Physical, Emotional, Psychological and
bonding
UNIT III - PHYSICAL, COGNITIVE AND LANGUAGE DEVELOPMENT (13 hours)
a) MOTOR DEVELOPMENT: Reflexes – Some new born reflexes; Sleeping, Crying.
Motor development in infancy – meaning; sequence of motor development – Gross motor development;
fine motor development.
b) PERCEPTUAL DEVELOPMENT - Touch, Taste and Smell, Hearing, Vision.
c) COGNITIVE DEVELOPMENT - Piaget’s theory of cognitive development. Vygotsky’s Theory of cognitive
Development- Zone of Proximal Development and Scaffolding.

d) LANGUAGE DEVELOPMENT – components of language development; Pre-linguistic

development – receptivity to language, first speech sounds. Phonological development;
Semantic development; Grammatical Development, Pragmatic development; Bilingualism.

UNIT IV - EMOTIONAL , SOCIAL AND MORAL DEVELOPMENT (12 hours)

a) EMOTIONAL DEVELOPMENT - Development of emotional expression- Basic Emotions, Self-Conscious
Emotions, Emotional self-Regulation, Acquiring Emotional Display Rules, Understanding and Responding to
Emotions of Others - Social Referencing, Empathy and Sympathy.
b) SOCIALDEVELOPMENT - Social Orientation, Development of attachment, security of attachment.
Cultural Influences. Development of Self Awareness and Understanding Self.
c) MORAL DEVELOPMENT - Kohlberg’s theory of Moral development.

UNIT V - DISORDERS OF CHILDHOOD (11 hours)

ADHD, conduct disorder, oppositional defiance disorder, anxiety disorders of childhood,
Childhood depression, symptom disorders (Eneuresis, encopresis, sleep walking and tics) Pervasive
developmental disorders (Autism).

References:
1. Carson, Butcher and Mineka, (2008) Abnormal Psychology. 13th edition, Pearson
Education
2. [Link] (2014) - Child Development - 13th edition, Tata McGraw hill edition
3. Laura E. Berk (2013) - Child Development- 9th Edition, Easter economy edition, PHI
publication
4. Levine, L.E. &Munsch,J (2014) Child Development: An Active LearnungAppraoch, 2nd
Edition, Sage Publications. Inc
 BA/BSc III Semester With effect from
Academic year 2022-23 and onwards

PRACTICALS: 4 hours per week. Maximum Marks: 50

(Minimum 8 Practical to be conducted)

1. Cueing on Recall
2. Processes in Concept Formation
3. Children’s Self Concept Scale
4. Learning Styles Inventory
5. Three-Dimensional Parental Behaviour Inventory
6. Vineland Social Maturity Scale
7. Seguin Form Board
8. Brigance School Readiness Scale
9. Shyness Assessment Test /Rosenberg Self Esteem Scale
10. General Health Questionnaire
11. LonelinessInventory
12. Emotional Maturity Scale

STATISTICS
Correlation
• Spearman’s Rank Difference Method
• Pearson’s Product Moment
 NEP Syllabi of Psychology subject for BA/B. Sc III Semester
With effect from Academic year 2022-23 and onwards

Open Elective
Teaching Hours : 3 hours per week (Total 30 hours)
Marks for Exam : 60 IA Marks : 40

Psychology and Mental Health

Course Objectives
 To understand the fundamentals of mental health
 To create awareness about importance of mental health
 To understand the Challenges in the field of mental health
 To understand the Importance of Psychological interventions

Unit 1: Introduction (7 hours)

a. Meaning and definition of Mental Health, Fundamentals of Mental Health.
b. Factors affecting mental health: Physiological factors, Psychological factors and Social
factors,
c. Ethical issues

Unit 2: Interpersonal approach to Mental Health (8 hours)

a. Interpersonal approaches to mental health: communication and conflict - non violence
communication, the four horsemen of the apocalypse.
b. Cognitive distortions - personalization, catastrophizing, polarised thinking, should and musts,
mental filtering, fallacies (control, change, and heaven’s reward), A-B-C model

Unit 3: Mental Health issues (7 hours)

a. Stress / Burnout
b. Anxiety, fear, worry, phobia, depression
c. Grief and trauma

Unit 4: Intervention and Management (8 hours)

a. Need for mental health intervention and strategies
b. Physiological approach, Cultural and Social Approach: Bronfenbrenner model, Inter
sectionality (Privilege v/s Oppression)
c. Coping Mechanisms: Grounding techniques, mindfulness practices, positive emotional,
psychological and social functioning (flourishing), self care in mental health: A conceptual
model.

References
 Augustus, J.o., Bold, Justine., Williams, B. An Introduction to Mental Health, Sage
Publications Ltd
 Gurumani, G.D., Text Book of Mental Health and Hygiene
 Lucock, M., Gillard, S., Adams, K., Simons, L., White, R., & Edwards, C. (2011).
Self - care in mental health services: a narrative review. Health & Social Care in the
Community, 19 (6)
 Papalia., &, C. D.E., Olds, S.W., &Feldmam, R.D. (2004). Human Development. 9th
Edition. New Delhi: Tata Mc-Graw Hill Publishing Company Ltd.
 Piotrowski, N.A. (2010). Psychology & Mental Health. Salem Press.
 Robert Feldman (2011) Essentials of Understanding Psychology 10th Edition
 NEP Syllabi of Psychology (Discipline Specific Course) subject for
BA/BSc IV Semester With effect from
Academic year 2022-23 and onwards

PAPER – IV: DEVELOPMENTAL PSYCHOLOGY

(56 HOURS)
Learning Outcomes:
1. T understand and analyze the Physical, Cognitive and Psychosocial development.
2. To know about the vocational adjustment.
3. To understand the aging, the ageing process and facing the future.
* Teaching Hours 4 hours per week.
* 60 marks for examination and 40 marks for Internal Assessment .

UNIT I: PUBERTY & ADOLESCENCE (12 hours)

a) Puberty: Meaning and Characteristics.
b)Adolescence: Physical Development – Adolescents’ growth spurt, primary and secondary
sexual characteristics, signs of sexual maturity.
c) Physical and Mental Health – Physical Fitness, Sleep Needs, Nutrition and Eating
disorders; Substance abuse – risk factors of drug abuse, gate way drugs – alcohol –
marijuana and tobacco. Addiction to Social media and Virtual Gaming.
d) Psychosocial Development: Search for Identity- Theories of Erikson and Marcia. Gender
Differences and Ethnic Factors in Identity Formation. Relationship with family, peers and
adult society. Adolescents in Trouble: Antisocial and Juvenile Delinquency (in brief)

UNIT II: EARLY ADULTHOOD (12 hours)

Characteristics of early adulthood.
a) Health and Physical Development: Health status, Genetic and Behavioral Influences on
Health and Fitness.
b) Cognitive development –Piaget’s shift to post formal thought. Schaies’ model. Emotional
Intelligence.
c) Psycho-social development: Models - Normative, Timing-of-events, Trait and
Typological. Intimate Relationships. Marital and non-marital life styles - Single life,
Marriage, co-habitation, LGBT issues.

UNIT III: MIDDLE ADULTHOOD (12 hours)

Characteristics of Middle adulthood.
a) Physical Development – physical changes – Sensory & Psychomotor Functioning,
Sexuality & Reproductive Functioning- Menopause & its Meanings; Changes in male
Sexuality.
b) Cognitive development –The distinctiveness of adult cognition – the role of expertise,
Integrative thought, practical problem solving, creativity. Occupational Patterns, Work v/s
Early Retirement, Work and Cognitive Development, Mature Learner.
c) Psycho-Social Development – Changes in Relationship at Midlife. Consensual
Relationships: Marriage, Midlife divorce, LGBT issues, Friendships,
Relationships with maturing children.
d)Vocational Adjustments – Factors affecting vocational adjustment in Middle Adulthood,
Vocational Hazards, Adjustment to approaching Retirement.

UNIT IV: LATE ADULTHOOD (10 hours)

Characteristics of Late adulthood.
a) Physical Changes: Sensory & Psychomotor Functioning – Vision, Hearing, Taste &
Smell, Strength, Endurance, Balance &Reaction time.
b) Cognitive Development: Intelligence and Processing Abilities. Competence in everyday
tasks & problem solving.
c) Psychosocial Development – Personal Relationships in Late life: Social Contact,
Relationships & Health, Multigenerational Family. Consensual Relationships: Long-Term
Marriage, Divorce and Remarriage, Widowhood, Single Life, Friendships. Non-marital
kinship ties: Relationships with Adult children or their absence, Relationship with
siblings. Becoming Great-Grandparents.

UNIT V -LATE ADULTHOOD (Old age) (10 hours)

a) Theories of ageing: programmed theories and damaged theories.
b) Many faces of death: Care of the dying.
c) Facing death & Loss: Psychological Issues-Confronting one’s death; Patterns of grieving
d) Death & Bereavement across the Lifespan.
e) Issues related to Death - Medical, Legal and Ethical
f) Finding Meaning & purpose in Life & Death

REFERENCES
1. Diane E Papalia, Sally WendkosOlds, Ruth Duskin Feldman (2004) - Human development,
9th edition, Tata McGraw Hill Publication
2. Hurlock, E.B. (1981). Developmental PSYCHOLOGY: A life - span approach. Tata McGraw -
Hill
3. John W Santrock (2011) - A topical Approach to Life Span Development, 3rd Edition, Tata
Mcgraw- Hill Edition
4. Rathus, S.A. (2022) - Human Life Span Development, 5th Edition, (ENGAGA INDIA)
 BA/BSc IV Semester With effect from
Academic year 2022-23 and onwards

PRACTICALS: 4 hours per week. Maximum Marks: 50

(Minimum 8 Practical to be conducted)
1. College Student Problem Checklist
2. Life Satisfaction Scale
3. Family Environment Scale
4. Study Habits Inventory
5. Social Intelligence Scale
6. Personal Value Questionnaire
7. Battle Ground Mobiles India - Addiction Test /Rathu’sAssertiveness Scale
8. Self Regulation Questionnaire
9. Social Adjustment scale for aged
10. Screening Mental Health Status (MINI MSE)
11. Comprehensive Interest Schedule
12. Social Network Addiction Scale

STATISTICS
Tests of Difference
• ‘t’ test
o Independent Sample test
o Paired Sample test
 NEP Syllabi of Psychology subject for BA/[Link] IV Semester
With effect from Academic year 2022-23 and onwards

Open Elective
Teaching Hours : 3 hours per week (Total 30 hours) Marks
for Exam : 60 IA Marks : 40
Psychology at Work
Learning Outcomes:
1. Understanding the nature of an organization and psychological concepts applied in
the work place.
2. Identifying the need for appraisal and the role of motivation.
3. Know about nature and role of leadership, essentials of leadership.
Unit
1:Industrial - Organizational Psychology (06 hrs)
a) Nature and Meaning. Goals, Forces. Role of a psychologist in Industries and
Organization. b) Challenges
at workplace: Stress, Burnout, Absenteeism, Work environment, Alcoholism, Substance
abuse, Conflicts.
Unit 2: Performance Appraisal (09 hrs)
Definitions and Need for Performance Appraisal.
Methods: a) Objective Performance Appraisal - Output measures, Computerized performance
monitoring, Job related personal data, Essay methods, Critical incident method and Checklist
method.
b) Judgmental Performance Appraisal - Merit rating techniques, Behaviour Anchored Rating Scale
and Behaviour Observation Scale.
c) Management by objectives (MBO) and 360* Feedback.
Bias in Performance Appraisal and Methods to Improve Performance Appraisal.

Unit 3:Leadership (08 hrs)

a) Definition and Nature of leadership. Traits and skills of effective leader. Styles of
Leadership - Authoritarian, Democratic, Transactional and Transformational leaders.
b) Communication: Meaning and Importance. Communication Styles. Verbal and Non
verbal communications. Flow of communication. Barriers of communication. Strategies of
effective communication.

Unit 4: Stress and Work Motivation (07 hrs)

a) Stress: Meaning, definition and types of stress. Stress Management Techniques: Physical
Activity, Sport and Exercise, Yoga, Meditation, Relaxation Techniques, Wellness
Programmes.
b) Meaning of work motivation. Types-Financial and Non-Financial motives. Goal setting.
Theories of Motivation -Maslow’s theory, Herzberg’s theory and Alderfer’s E-R-G model
Reference:
1. Girishbala Mohanty (2001) - Industrial Psychology and Organizational Behavior, Kalyani Publishers,
Ludhiana. 2. John W. Newstrom (2007) -
Organizational Behaviour- Human Behaviour at work- 12th Edi. Tata McGraw-Hill Publishing Co. Ltd. ND
3. Schultz D.P & Schultz E.S. (2006) - Psychology and Work Today. An Introducation to Industrial and
Organizational Psychology. 8th Edi. Pearson Education, Inc and Dorling Kinderssley Publishing Inc.
 General Pattern on Psychology Question Paper(NEP-2020)
Term End Examination for Discipline Paper
THEORY
Each paper will be for maximum of 60 marks. The minimum marks to pass the examination
is 40% (24 Marks) in each theory paper.

Note:Duration of Examination for Discipline Specific Core (DSC) paper is 2 hours.

Question paper pattern forDiscipline Specific Core (DSC) paper -

Section A: Multiple Choice Questions

Section B: Short Answer Questions
Section C: Long Answer Questions

Section A: Multiple Choice Questions

Answer any 5 of the following. Each answer carries 2 marks. (5x2=10)

1.
2.
3.
4.
5.
6.

Section B: Short Answer Questions

Answer any 4 of the following. Each answer carries 5 marks. (4x5=20)

7.
8.
9.
10.
11. .

Section C: Long Answer Questions

Answer any 3 of the following. Each answer carries 10 marks. (3x10=30)

12.
13.
14.
15.
16.
 General Pattern on Psychology Question Paper(NEP-2020)
Term End Examination for Discipline Paper

PRACTICALS - I Semester to VI Semester

Internal Assessment: 25 Marks

Record : 10 Marks
Test : 10 Marks
Attendance : 05 Marks

Examination :25 Marks (2 Experiments)

Plan & Procedure : 03 Marks
Administration : 03 Marks
Analysis and Discussion : 03 Marks

Total for One experiment : 09 Marks

For Two experiments 09+09 = 18 Marks

Statistics = 04 Marks
Viva Voce = 03 Marks
Grand Total = 25 Marks
 General Pattern on Psychology Question Paper(NEP-2020)
Term End Examination for Open Elective
THEORY
Each paper will be for maximum of 60 marks. The minimum marks to pass the examination
is 40% (24 Marks) in each theory paper.

Note:Duration of Examination for Discipline Specific Core (DSC) paper is 2 hours.

Question paper pattern -

Section A: Multiple Choice Questions

Section B: Short Answer Questions
Section C: Long Answer Questions

Section A: Multiple Choice Questions

Answer any 4 of the following. Each answer carries 2 marks. (4x2=8)

1.
2.
3.
4.
5.
6.

Section B: Short Answer Questions

Answer any 4 of the following. Each answer carries 5 marks. (4x520)

7.
8.
9.
10.
11.
12.

Section C: Long Answer Questions

Answer any 4 of the following. Each answer carries 8 marks. (4x8=32).
13.
14.
15.
16.
17.
18.