Placed at the meeting of

Academic Council
held on 11.03.2020
APPENDIX - C
MADURAI KAMARAJ UNIVERSITY
(University with Potential for Excellence)

Syllabus for New Course in

[Link]. (Psychology)
Semester Pattern – CBCS
(With effect from the academic year 2020-21)

REGULATIONS, SCHEME OF EXAMINATION AND SYLLABUS

OBJECTIVES: The curriculum attempts to facilitate an in-depth understanding of the key

concepts, methodologies and applications of the field, with an emphasis towards
strengthening the foundations towards a research-based approach. There is a constant
endeavour to keep abreast with the changing dynamics in the field of psychology. The
Department attempts to catalyse a climate of social responsibility by inspiring students to
take part in the development of the community. Students would also be equipped to prepare
and fare well in competitive examinations conducted by UGC/ICSSR/State and Central Civil
Services Boards etc. Students are encouraged to demonstrate a proactive approach towards
learning by maximizing participation in classes through presentations, projects, seminars,
internships and case conferences thereby, enhancing the employability and research caliber of
the students.

OUTCOME : A Master's program aims at preparing the students to be equipped for entry-
level jobs in fields such as mental health, industrial-organizational psychology, and forensic
psychology. Other potential sectors of employment include colleges, universities, private
businesses, and government.

It empowers the individuals to be freelance who can work as consultants for corporations,
governmental organizations or even educational institutions.

It helps individuals in understanding the intricacies of human behaviour. This knowledge can
often be applied to a person‟s own environment and allow them to create positive changes
where they are necessary.

These psychologists are generally therapists who work with individual patients, or
alternatively, with couples, and they tend to have a designated area within their home where
they see their patients.

It equips the individuals to work in the rehabilitation centers.

It teaches individuals to think critically, regardless of the situation. This sort of thinking is
important for those students who are considering going on to obtain a doctoral degree
because it plays an important role in research, but it is integral throughout their studies.

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 Duration of the Course : 2 Years

Eligibility : [Link]. Psychology / B.A. / BSW/ [Link]. Nursing / Other related Sciences.

Title of the Course Hour Cre Inte Exte

Course Total
[Link]. (Psychology) s/Wk dit rnal rnal
SEMESTER I
Core I Cognitive Psychology 5 5 25 75 100
Core II Theories of Personality 5 5 25 75 100
Core III Psychometry 4 4 25 75 100
Core IV Psychological Assessment: Practical 1 5 5 75 25 100
Elective I Advanced Social Psychology 4 4 25 75 100
SEMESTER II
Core V Psychopathology 5 5 25 75 100
Core VI Neuropsychology 5 5 25 75 100
Core VII Research Methods and Applied Statistics 5 5 25 75 100
Core VIII Psychological Assessment: Practical 2 5 5 75 25 100
Elective II Psychology of Criminal Behaviour 3 3 25 75 100
SEMESTER III
Core IX Counselling Skills and Techniques 5 5 25 75 100

Core X Training and Development 4 4 25 75 100

Core XI Behaviour Modification 5 5 25 75 100
Core XII Field Internship (Respective Specialization) 4 4 75 25 100
NME Positive Psychology 5 5 25 75 100
SEMESTER IV
Clinical Psychology - Specialization
Core XIII Rehabilitation Psychology 5 5 25 75 100
Core XIV Advanced Psychopathology 5 5 25 75 100
Core XV Assessment in Clinical Settings 5 5 75 25 100
Core XVI Project Work - 6 75 25 100
Total 90
OR
Counselling Specialization
Core XIII Advanced Psychotherapy 5 5 25 75 100
Core XIV Counselling Across Life Span 5 5 25 75 100
Core XV School and Work place Counselling 5 5 25 75 100

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Core XVI Project Work - 6 75 25 100
Total 90
or
H R Specialization
Core XIII Organizational Behaviour 5 5 25 75 100
Core XIV Industrial and Organizational Psychology 5 5 25 75 100
Core XV Human Resource Management 5 5 25 75 100
Core XVI Project Work - 6 75 25 100
Total 90

Unitization: Content of every paper divided into FIVE units

Pattern of Examination : Internal and External respectively 25:75 (theory based papers)
Internal and External respectively 25:75 (Dissertation)

Scheme for Internal Exam

Three Test -10 marks (average of best two tests)
Assignments - 5 marks
Seminar/Group discussion/Quiz - 5 marks
Peer-Team-Teaching -5 marks
Grand Total - 25 Marks
External Exam: External Examination –Maximum 75 marks

Question Paper Pattern

All the Question Papers consists of Three Sections A, B and C
Section A must be an Objective Type
Section B should be a descriptive type with internal choice
Section C Should be a descriptive type with choice

Scheme for Evaluation

Time : 3 Hours Max. Marks : 75
Section A: (10x1=10 marks) Question No.1 to 10 (Multiple choice)
1. Two questions from each unit.
2. Four Choices in each questions.
3. No „none of these‟ choice
Section B: (5x7=35 marks)
Answer all the questions choosing either (a) or (b)
Answers not exceeding two pages (One question from each unit).
11 (a) or (b)
12 (a) or (b)
13 (a) or (b)
14 (a) or (b)
15 (a) or (b)
Section C: (3x10 = 30 marks)
Answers not exceeding four pages
Answer any three out of five (One question from each Unit)
Questions 16 – 20

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Passing Minimum
1. 50 Marks of the aggregate (Internal+ External).
2. No separate pass minimum for Internal.
3. 34 marks out of 75 is the pass minimum for the External.

Teaching Methodology
1. Lecturing [Link] Room Discussion
3. Audio visual programmes [Link] Point Presentation
5. Peer – Team Teaching
(10% of the Syllabus)

Text Books : Enclosed in the end of every Subject Units.

Reference Books : Enclosed in the end of every Subject Units.

Re-totaling and Revaluation Provision

Students may apply for re-totaling and revaluation after declaration of result within 15 days
Transitory provision: Syllabus revision once in Three Years.

Subject and Paper Related Websites

Found in the detailed syllabi
T Zoellner, A Maercker - Clinical psychology review, 2006
DB Sarwer, TA Wadden, MJ Pertschu psychology review, 1998
MM Chemers - Blackwell handbook of social psychology …, 2001 - Wiley Online Library
GE Matt, C Vázquez, WK Campbell - Clinical Psychology Review, 1992
J Archer, SM Coyne and social psychology review, 2005 - [Link]
CG Sibley, J Duckitt and Social Psychology Review, 2008 - [Link]
BM Riek, EW Mani social psychology review, 2006 - [Link]
LK Tamres, D Janick social psychology review, 2002 - [Link]
JM Hooley - Clinical Psychology Review, 1985 – Elsevier
MH Bond - 1991 - Oxford University Press Hong Kong
AC Butlr, JE Chapman, EM Forman, AT Beck - Clinical psychology review, 2006 -
MJ Stark - Clinical psychology review, 1992 – Elsevier
T Ward, SM Hudson, L Johnston Psychology Review, 1997 -
EM Anderson, MJ Lambert - Clinical Psychology Review, 1995 -
RE Sutton, KF Wheatley - Educational psychology review, 2003
PJ Frick, BB Lahey, R Loeber, L Tannenbaum Psychology Review, 1993
C Johnston, EJ Mash - Clinical child and family psychology review, 2001 G Loewenstein -
Psychological bulletin, 1994 - [Link]
SL Koole - Cognition and emotion, 2009 - Taylor & Francis
DJ Burbach, CM Borduin - Clinical Psychology Review, 1986 -
JC Nunnally, IH Bernstein - 1994 - McGraw-Hill New York
CW Tolman - 1997 - [Link]
E Stice - Clinical psychology review, 1994 - Elsevier
AP Morrison, L Frame, W Larkin of Clinical Psychology, 2003 - Wiley Online Library
CH Hui, HC Triandis - Journal of cross-cultural psychology, 1985 - [Link]
JK Ford, RC MacCallum, M Tait - Personnel psychology, 1986 - Wiley Online Library
MC Lovejoy, PA Graczyk, E O'Hare Clinical psychology review, 2000 -
R Rogers, EH Harrell, CD Liff - Clinical Psychology Review, 1993 -

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MB Powers, JM Halpern, MP Ferenschak psychology review, 2010 -
LC Lyons, PJ Woods - Clinical Psychology Review, 1991 –
W Stern, HDT Spoerl - 1938 - [Link]
AD Rosenblatt, JT Thickstun - 1977 - [Link]
GA Kimble - 1956 - [Link]
MH Segall, PR Dasen, JW Berry, YH Poortinga - 1990 - [Link]

FIRST SEMESTER
CORE- I : COGNITIVE PSYCHOLOGY

UNIT 1 – INTRODUCTION : Definition and Scope of Cognitive Psychology – History and

Development of Cognitive Psychology – Intelligence – Definition – Theories of Intelligence
– Emotional Intelligence –Definition and its components – Artificial Intelligence – Definition
and its applications.

UNIT 2 – ATTENTION, PERCEPTION AND CONSCIOUSNESS : The nature and

definition of attention, perception and consciousness – selective attrition and division of
attention – theories of attention – filter theory, attenuation theory, late selection theory –
theories of perception – bottom up and top down process – Gestalt approaches to perception
– Disruptions of perception – subliminal perception – Consciousness of complex mental
process.

UNIT 3 – MEMORY AND LANGUAGE : Short term vs long term memory – types of long
term memory – encoding, storage, and retrieval – working memory – definition and model –
process of forgetting – memory distortions – reconstructive retrieval – eyewitness testimony
– Language – properties of language- process of language comprehension- language and
thought – language in social context.

UNIT 4 – PROBLEM SOLVING AND CREATIVITY : Problem solving: Meaning –

Problem solving cycle – types of problems – Problem solving techniques – obstacles and aids
in problem solving – knowledge and problem solving –creativity – definition – divergent
thinking – steps in creative thinking – nature of creative people – blocks to creative thinking
– Promoting Creativity.

UNIT 5 – REASONING AND DECISION MAKING : Types of thinking – Reasoning:

Meaning – categorical syllogisms – conditional syllogism –syllogistic reasoning – inductive
reasoning – heuristics and biases and its types – Decision making: Meaning – types of
decision making.

REFERENCES

1. Kellogg, R.T. (2007). Fundamentals of Cognitive Psychology. New Delhi, India: Sage
Publication.
2. Sternberg, R.J. (2009). Applied Cognitive Psychology: Perceiving, Learning and
Remembering. New Delhi, India: Cengage Learning.
3. Parkin, A.J. (2000) Essential Cognitive Psychology. London: Psychology Press.
4. Smith, E.E & Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain.
New Delhi, India: Prentice Hall of India.

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 5. Riegler, B.R.&Riegler, G. L. (2008). Cognitive [Link] the Science of
the Mind. New Delhi, India: Pearson India Education Services Private Limited.
6. Galotti, K.M. (2004). Cognitive Psychology: In and out of the laboratory. New Delhi,
India: Wadsworth.

CORE- II : THEORIES OF PERSONALITY

UNIT I: INTRODUCTION : Definition, Brief history of personality, Personality, Types of

personality – Determinants of personality – Varieties of personality measures: Objective tests
– Projective tests – Situational tests.

UNIT II: PSYCHODYNAMISM : Sigmund Freud‟s Psychoanalysis - Carl Jung‟s

Analytical Theory – Alfred Adler‟s Individual Psychology – Erikson‟s Psychosocial Theory.

UNIT III: SOCIAL LEARNING AND COGNITIVE APPROACH

Erich Fromm (Freedom Theory): Nature of human beings, Structure of personality,
Development of Personality, application and evaluation.
George Kelley (Personal construct theory): Nature of human beings, Structure of personality,
Development of personality, Assessment in George Kelley‟s theory, Application and
evaluation.
McClelland: Theory of motivation: Need for achievement, Power and Affiliation.
Eric Berne: Basic Assumptions, Theoretical Principles, Eight Fundamental TA“Therapeutic
Operations”.

UNIT IV: EXISTENTIAL AND TRAIT APPROACH

Rollo May: Nature of human beings, Structure of personality, Development of personality,
Application and evaluation.
Victor Frankl: View of Human Nature, Key Concepts: Phenomenology, Death and Non-
Being, Freedom, Responsibility, Isolation, Meaninglessness, Anxiety, Guilt, Will to Meaning
and Authenticity.
Gordon Allport: Nature of human beings, Structure of personality, Development of
personality, Assessment in Allport‟s theory, Application and evaluation.
Raymond Cattell: Nature of human beings, Structure of personality, Development of
personality, Assessment in Cattell‟s theory, Application and evaluation.

UNIT V: OTHER APPROACHES TO PERSONALITY

Kurt Lewin (Field Theory): Structure of Personality: Psychological environment, Life
space, Differentiated person and environment, Connections between regions, Number of
regions, Person in Environment, Locomotion and Communication, Restructuring of Life
space, Levels of Reality, Time dimension, Development of Personality.

Julian Rotter: Locus of Control: Internal vs External control of Reinforcement, Age,

Cultural, Behavioural and Physical Health Differences, Developing Locus of Control in
Childhood and Reflections on Locus of Control.

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Marvin Zuckerman: Sensation Seeking: Characteristics of sensation seekers, Behavioral
and Personality differences, Cognitive process, Occupational preferences, Heredity vs
Environment, Reflections on Sensation seeking.

Martin E.P. Seligman: Learned Helplessness in Elderly person, learned helplessness and
Emotional Health; Explanatory Style: optimism and pessimism, Pessimism and depression,
Development of learned helplessness in childhood, Reflections on learned helplessness.

REFERENCES:
1. Schultz, D.P., & Schultz, S.E. (2013). Theories of Personality (10th ed.). New Delhi, India:
Cengage Learning India Pvt. Ltd.
2. Albert, B. Even (2010). An Introduction to Theories of Personality (7th ed.). New York,
NY: Psychology Press.
3. Friedman, H.S., & Schustack, M.W. (2009). Personality: Classic theories and Modern
Research (3rd ed.). Noida, India: Dorling Kindersley India Pvt. Ltd.
4. Hall, C.S., Lindzey, G., & Campbell, J.B. (2007). Theories of Personality (4th ed.).
New Delhi, India: Wiley India Pvt. Ltd.
5. Shaffer, D.V. (2009). Social and Personality Development.(6th ed.). Belmont, MA:
Wadsworth Cengage Learning.
6. Reeves, A (2012). An Introduction to Counselling and Psychotherapy: From Theory to
Practice. (1st ed.). London, England: SAGE Publications Ltd.
7. Neukrug, E.S. (2012). Counselling Theory and Practice. (1st ed.). Delhi, India: Thomson
Press (India) Ltd.
8. McClelland, D.C. (1988). Human Motivation. London, England: Cambridge University
Press.
9. Frager, R & Fadiman, J. (2009). Personality and Personal Growth (6th ed.). Noida, India:
Dorling Kindersley India Pvt. Ltd.
10. Bischof, L.J. (1970) Interpreting Personality Theories. (2nd ed.). New York, NY: Harper
International.
11. Bryne, D. (1966). An Introduction to Personality. (2nd ed.). Upper Saddle River: NY:
Prentice Hall.
12. Feltham, C., Hanley, T., Winter, L.A. (2017). The SAGE Handbook of Counselling and
Psychotherapy. (4th ed.). London, England: SAGE Publications Ltd.

CORE- III : PSYCHOMETRY

UNIT-I: TEST CONSTRUCTION : Defining the test – Classification of tests –

Characteristics of standardized test – Brief history of testing – Scaling – Selecting a scaling
method. Representative scaling methods. Constructing the items. Testing the items. Revising
the test. Publishing the test.

UNIT-II: CONSTRUCTION OF INTELLIGENCE TESTS : Item writing for Intelligence

tests: Analogies, odd-man-out, sequences. Tests of ability and attainment: Content of items,
multiple choice items. Advantages of multiple choice [Link]-false items, matching items,
choosing the item type. Other item types, arrangement of items for a test trial, guessing.
Constructing Personality Inventories- Problems in constructing personality Inventories.
Writing items for personality Inventories: item forms, guidelines for item writing.
Eliminating response sets. Item content.

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UNIT- III: CONSTRUCTION OF OTHER TYPES OF TESTS : Objective tests:
Advantages, principles, stimulus-instruction situation, and response scoring parameters.
Distinction between objective tests of ability, temperament and dynamics. Practical hints for
objective test construction in personality and motivation. Differential motivation of different
subjects. The influence of ability and achievement on objective test scores. Group vs
Individual tests. Objective test dimensions. Projective tests-construction of projective tests.
Item writing for mood and state scales. Attitude measurement: types of attitude scales.

UNIT- IV: ITEM ANALYSIS : Important variables for item analysis. Two indices in item
analysis-correlations of items and the total score, choice of item –analytic statistics. Item
scoring and item analysis-Item difficulty, Item discrimination, Item response theory.
Selection of items after item analysis. Rewriting items. Failure to form a test.

UNIT- V: TEST STANDARDIZATION : An overview of the different types of reliability.

Factors affecting reliability and validity-Generalizability of test scores. Using reliability
information. Factors affecting reliability estimates. Special issues in reliability. Interpretation
of reliability coefficient. An overview of the different types of validity. Validity coefficient
and error of estimate-conditions affecting validity coefficient. Magnitude of validity
coefficient. Standardizing the test-obtaining a representative normative sample. Sampling
specific groups. Rules for sampling special groups.

Norms -Meaning and purpose of norms. Raw score transformation. Percentile and
percentile ranks, standardized scores. Normalizing standard scores .

Scores, stanines, sten scores and C scale. Selecting a norm groupage and grade norms.
Local and sub group norms. Criterion referenced tests and norm referenced tests.

References
1. Anastasi, A., & Urbina, S. (2017). Psychological Testing.(7th ed). Chennai, India:
Pearson India Education Services Pvt. Ltd.
2. Gregory, R.J. (2017). Psychological Testing. (7th ed.). Chennai, India: Pearson India
Education Services Pvt. Ltd.
3. Husain, A. (2012). Psychological Testing. Noida, India: Dorling Kindersley (India)
Pvt. Ltd.
4. Kline, P. (2015). A hand book of test construction: Introduction to psychometric
design. New York, NY: Methuen.
5. Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage Publications.

CORE- IV : PSYCHOLOGICAL ASSESSMENT- I (PRACTICAL)

Areas:
1. INTELLIGENCE
2. INTEREST
3. PERSONALITY AND ATTITUDE
4. PERCEPTION AND ATTENTION
5. MOTIVATION

A Minimum of TWO assessment or experiment under each broad area may be conducted
A Total of 10 assessments/ experiments are mandatory per semester.

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 ELECTIVE – I : ADVANCED SOCIAL PSYCHOLOGY

UNIT-I:INTRODUCTION : Definition of Social Psychology and Applied Social

Psychology, Historical Context of Applied Social Psychology, Theories- Cognitive
dissonance Theory, Groupthink theory, Research Methods in Applied Social Psychology,
Role of Applied Social Psychologists.

UNIT-II UNDERSTANDING OTHERS & SOCIAL COGNITION : Nonverbal

Communication: Basic Channels, Recognizing Deception. Attribution: Theories, Basic
sources of error, Applications. Impression Formation & Impression Management: Asch‟s
Research, Cognitive perspective. Social Cognition- Schemas, sources of error in social
cognition.

UNIT-III ATTITUDES : Attitude: Meaning – three components – Attitude Formation:

Social Learning, Genetic Factors, Attitude Functions, Attitude- Behavior link. Persuasion:
The Early Approach and the Cognitive Approach. Attitude Change: Cognitive Dissonance –
Attitude scales.

UNIT-IV: LEADERSHIP : Leadership: Meaning – three major types – functions – theories

– Nature and impact in groups, Gender differences, Leader effectiveness, Transformational,
transactional and other types of leadership.

UNIT-V: APPLICATIONS OF SOCIAL PSYCHOLOGY : Applying Social Psychology:

In Media, Legal System, Politics, Work settings, Community, Health and Environmental
Psychology.

REFERENCES:
1. Branscombe, N.R., Baron, R.A., and Kapur, P. (2017). Social Psychology (14th ed.).
Chennai, India: Pearson India Education Services Private Limited.
2. Chawla, Vandana Sharma. (2016). Advanced Social Psychology. Straight Forward
Publishers. ISBN: 9789385807534.
3. Myers, D.G., and Twenge, J.M. (2017). Social Psychology. (12th ed.). New York,
NY:McGraw Hill Education.
4. Feldman, R. S. (2001). Social Psychology (3rd ed.) New Delhi, India: Pearson India
Education Services Private Limited.
5. Schultz, W., & Oskamp, S. (2000). Social Psychology: An applied perspective. Upper
Saddle River, NJ: Prentice Hall.
6. Schneider, F.W., Gruman, J.A., & Coutts, L.M. (2005) Applied Social Psychology
understanding and addressing social and practical problems. New York, NY: Sage
Publications.

SECOND SEMESTER : CORE- V : PSYCHOPATHOLOGY

UNIT-I : INTRODUCTION : Psychopathology- Meaning, definition and History.

Classification – Psychosis and Neurosis. Development of the Diagnostic and Statistical
Manual (DSM V) and the International Classification of Diseases (ICD 10). Mental Status
Examination – General Description, Emotions, Perceptual disorders, Disorders of Thought
Process and Memory.

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UNIT- II : ANXIETY DISORDERS : Anxiety Disorders-Meaning and definition. Panic
disorder – Agoraphobia, Specific Phobia, Social Phobia–diagnostic criteria and differential
diagnosis. Obsessive-compulsive disorder. Post-traumatic Stress Disorder, Acute Stress
Disorder. Generalized Anxiety Disorder. Induced Anxiety Disorder. Separation Anxiety
Disorder and Selective Mutism. Etiology and Management.

UNIT- III : MOOD DISORDERS : Bipolar and Related disorders and Depressive
Disorders-Meaning and definition. Unipolar and Bipolar mood disorders. Mood episodes –
major depressive, manic, mixed and hypomanic. Mood disorders – depressive disorders,
Dysthymic disorder, other depressive disorders. Specifies related to mood disorder.
Substance related disorders, Addictive disorders, Substance -induced disorders. Cyclothymic
disorder. Etiology and Management.
.
UNIT- IV : PSYCHOTIC DISORDERS : Schizophrenia and other Psychotic Disorders.
Schizophrenia – Kurt Schneider‟s first-rank symptoms, diagnostic criteria, Positive and
negative symptoms. Differential diagnosis and Schizophrenia subtypes: paranoid
schizophrenia disorganized, or hebephrenic schizophrenia, catatonic schizophrenia, childhood
schizophrenia. Schizoaffective disorder. Schizophreniform disorder. Delusional Disorder.
Psychotic Disorders – brief, shared, substance induced. – Course and outcome of
Schizophrenia. Decision-tree for differential diagnosis. Etiology and Management.
UNIT- V : PERSONALITY DISORDERS : Personality Disorders-General Diagnostic
Criteria, Aetiology, Risk and Prognostic factors. Cluster A Personality Disorders – Paranoid,
Schizoid and Schizotypal. Cluster B Personality Disorders – Antisocial, Borderline,
Histrionic and Narcissistic. Cluster C Personality Disorders–Avoidant, Dependent and
obsessive - Compulsive. Etiology and Management.
Reference books:

1. American Psychiatric Association (1994) Diagnostic and Statistical Manual of Mental

disorders 4th Ed. Washington DE APA.
2. Irwin [Link] and Sarason Barbara, R (1993) Abnormal Psychology 6th Ed,
New York : Prentice Hall.
3. Ilusen.M, Kazdin E.A. and Bellack S.A (1991). The Clinical Psychology handbook.
2nd Ed New York: Pregamon press.
4. Richard R. Bootzin, Joan Ross Acocelk and Lamen B. Alley (1993), Abnormal
Psychology. 6th Ed New York: McGraw Hills.
5. WHO (1992) The ICD 10 classification of mental and behavioural disorders, clinical
descriptions and diagnostic guidelines, Geneva, WHO.
6. WHO (1993) The ICD 10 classification of mental and behavioural disorder.
Diagnostic criteria for research Geneva WHO.
7. Barlow H. David and Durnad V. Mark (1999) – Abnormal Psychology; India,
Brooks/Cole Publishing Company.
8. Carson C. Robert, Butcher N. James, Mineka, Susan (1998) – Abnormal Psychology
and Modern life; Newyork, Longman.
9. Antony, D. John, (2006) Mental Disorders encountered in Counselling, Dindigul:
Anugraha Publications.

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 CORE- VI : NEURO PSYCHOLOGY

UNIT- I : INTRODUCTION : Relationship between structure and function of the brain;

Functional human brain mapping: Definition and branches of neuropsychology; historical
background; conceptual issues; neuropsychological practice; psychiatry and
neuropsychology.

UNIT- II : NERVOUS SYSTEM : The Structure of the Nervous System: Anatomy and
physiology of nervous system; the spinal cord, divisions of the brain; Hind Brain, Midbrain,
Forebrain. The Cerebral Cortex: organisation of cerebral cortex.

UNIT-III : FRONTAL LOBES: Frontal Lobes: Specific functions; Premotor and prefrontal
cortex; Neuropsychological assessment of frontal lobe functions and dysfunctions. Frontal
Lobe and Cognition, Frontal Lobe and Social behaviour, Luria‟s theory, Norman and
Shallice‟s attentional system. Rolls‟s theory of orbito-frontal function: Stimulus – reward.

UNIT - IV : TEMPORAL LOBES : Temporal Lobes: Specific functions and dysfunctions;

Temporal lobe and the limbic system; Neuropsychological tests for temporal lobes.

UNIT -V: PARIETAL LOBES : (i) Parietal Lobes: Somatosensory perception; Tactile
perception and body sense; Spatial orientation and spatial neglect; symbolic synthesis;
Neuropsychological examination of functions and dysfunctions of parietal lobes. (ii)
Occipital Lobes: Anatomical division; Basic visual functions; Visual perceptual functions
Visual prostheses; Neuropsychological testing of functions and dysfunctions of occipital
lobes.

Reference books:
1. Beaumont, J.G. (1982). Introduction to Neuropsychology, London: Academic Press.
2. Lezak, M.D. (1998) Neuropsychological Assessment London; Oxford University
Press.
3. Kalat. J.W. (1995) Biological Psychology, 5th Edition London: Brook/Cole Publicity
Company.
4. Pinel, J.P.J. (2007) Biopsychology, 6th Edition. New Delhi: Pearson Education INC.

CORE- VII : RESEARCH METHODS AND APPLIED STATISTICS

UNIT- I: FOUNDATIONS OF RESEARCH : Meaning – Critical thinking process –

Objectives of science – Need for research – Research approaches – Steps in research. Method
V/s Methodology. General Principles – Ethical issues: Children, Adults, Animals. Research
problem – Sources – Criteria of good problem. Reviewing the literature – Research article.

UNIT- II: HYPOTHESIS, VARIABLES AND SAMPLING : Hypothesis: Meaning –

Types – Basic concepts related to hypothesis testing. Variables –Definition – Ways of asking
questions – measuring observed variables – Scales of measurement – Types of measures –
Reliability – Validity. Sampling – Meaning – Probability and Non-probability sampling –
Sample and effect size. Data collection methods: Observational research – Survey research.

UNIT-III: RESEARCH DESIGN : Experimental design: Independent groups designs –

Completely randomized groups designs, randomized factorial groups design. Dependent
groups designs: Within-participants design, matched groups design – Mixed Designs –

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Single-participant design – Baseline designs. Non-experimental designs: Quasi-experiments –
Time-series design, non equivalent groups designs, longitudinal research, Cross-sectional
research, Case-studies, Correlational research. Qualitative Research Designs.

UNIT -IV: STATISTICS : Organizing data: Frequency distribution – Graphs – Descriptive

statistics: Measures of central tendency – Measures of variation – Types of distributions.
Inferential statistics: z test– t test – Analysis of Variance – Correlation– Concepts related to
correlation – Correlation coefficient – Regression. Non-parametric statistics: Mann-Whitney
test – Wilcoxon Chi-square – Spearman Rank correlation – Kruskal-Wallis test. Analysis of
data using SPSS.

UNIT -V: REPORT WRITING AND COMPUTERS IN RESEARCH : Writing Proposal

– Plagiarism – References and In-text citation – APA primer – Presenting research: Research
report – Typing guidelines – Oral and Poster presentation. Computers in research – Internet
and research.

Reference books :

1. Evans, A.N., & Rooney, B. J. (2008). Methods in Psychological Research. New Delhi,
India: Sage Publications India Pvt. Ltd.
2. Jackson, S.L. (2010). Research Methods and Statistics. New Delhi, India: Cengage
Learning India Pvt. Ltd.
3. Coaley, K. (2009). An Introduction to Psychological Assessment and Psychometrics.
New Delhi, India: Sage Publications India Pvt. Ltd.
4. Coolican, H. (2009). Research Methods in Statistics in Psychology. New Delhi, India:
Rawat Publications.
5. Gravetter, F.J., & Forzana, L.A.B. (2009). Research Methods for Behavioral Sciences.
Boston, MA: Wadsworth Cengage Learning.
6. Mohanty, B., & Misra, S. (2019). Statistics for Behavioural and Social Sciences.
New Delhi, India: Sage Publications.
7. Myers, J. (2008). Methods in Psychological Research. New Delhi, India: Sage
Publications.
8. Ruyon, R.P, Haber, A, Pittenger, D.J., & Coleman, K.A. (2010). Fundamentals of
Behavioural Statistics. New York, NY: McGraw Hill.
9. Singh, A.K. (2006). Tests, Measurements and Research Methods in Behavioural Sciences.
Patna, India: Bharati Bhavan Publishers.
10. Field, A. (2013). Discovering Statistics using IBM SPSS Statistics. Sage Publications.

CORE- VIII : PSYCHOLOGICAL ASSESSMENT ( PRACTICAL - II )

Assessment related to
1. ORGANZATION / HUMAN RESOURCE DEVELOPMENT
2. CLINICAL / COUNSELLING
3. EDUCATION / SPECIAL POPULATION
4. APPLIED AREA OF PSYCHOLOGY

Based on the specialization a student chooses to conduct 10 experiments or assessments in

their respective field.

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 ELECTIVE-II : PSYCHOLOGY OF CRIMINAL BEHAVIOUR

UNIT-I : Introduction : Nature and historical perspective of criminological theories.

Psychology of Aggression, Psychology of Victims, Analysis of Crime: Biological,
sociological, and psychological perspectives.

UNIT-II : Special Offender Groups: Types, causes and interventions with respect to the
following: Juvenile delinquency; Substance abuse; Terrorism.

UNIT-III : Special Offences: Types, causes and interventions with respect to the following:
Crime against women; children. Suicide and Homicide.

UNIT- VI : Core agencies of the Criminal justice system. Overall view of the Indian police
system. Basics of criminal procedure The Role of Law-enforcement Voluntary Agencies in
Social Defense.

UNIT-V : Rehabilitation in Family and Society. Importance of Counselling, Facing the

Social Stigma

Reference books:
1. Feldman, M.P. (1977). Criminal Behaviour: A Psycho-Social Analysis. London:
Wiley.
2. Joshi, A.C. & Bhatia, V.B. (1981). Readings in Social Defense. New Delhi: Wheelers
Publishing Company.
3. Kushner, W.W. (1998). The Future of Terorism. New Delhi: Sage Publication.
4. Masters, R.E. (1994). Counselling Criminal Justice Offenders. New Delhi:
Sage Publication.
5. Reid, S.T.(1979). Crime and Criminology. New York: Holt, Rinehart and Winston.
6. Smith, M.D. & Zahn, M.A. (1998). Studying and Preventing Homicide. New Delhi:
Sage Publication.
7. Walters,G.D. (1994). Drug and Crime in Lifestyle Perspective. New Delhi: Sage.
8. Wanberg, K.W. & Milkman, H.B. (19,9,8). Criminal Conduct and Substance Abuse
Treatment. New Delh: Sage Publication.
9. Weis, J.G., Crutchfield, R.D. & Bridges, G.S. (1996). Juvenile Delinquency.
New Delhi: Sage Publication.

THIRD SEMESTER : CORE- IX : COUNSELLING SKILLS AND TECHNIQUES

UNIT- I : Introduction to Counselling: Definition, Characteristics, Advice-Guidance-

Counselling-Psychotherapy, Characteristics of a good counselor, Counselling as a helping
profession, Ethical and Legal Issues in Counselling. Counselling process: Egan‟s problem
management approach to helping. Stage-I Problem clarification – Stage-II Setting goals based
on dynamic understanding – Stage-III Facilitating action.

UNIT -II : Welcoming the client: Make the client comfortable with a small talk, Counselee‟s
task, Observing the body language: Body speaks most, Body speaks a language, Displaced
activities, Energy level, Eye-scanning, Breathing (Calibration), Various Gestures, and
Attending: Physical attending, Distance, leg position, seating arrangements, SOLER Method,
Encouragements to talk, Handling silence.

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UNIT- III : Letting the client tell the story: Let the client tell the story: Expressing, Levels of
expression, Types of problem situation, Listening: Kinds of Listening, Hindrances to
Listening. Reflect the content of what the client said: Responding, Helping skills pre-test,
Kinds of responses: Evaluative, Interpretative, Supportive, Probing, Understanding (EISPU),
Understanding or paraphrasing response, Reflect the content, Kinds of responses as per ego-
states.

UNIT- IV : Reflect the Feelings, Six Basic Emotions, Reflect the deeper feeling, Difference
between sympathy and Empathy, Allow the client to speak sufficiently on the feeling,
Facilitate the client to release strong negative feelings like Grief, Anger, Guilt. Therapies:
Gestalt, VKD, SWISH, other behavioral interventions, Pinpointing the problem: Four
problem areas: Situation, Thought, Feeling, Behavior.

UNIT- V : Eight skills of Counsellor, Personalizing and its methods, Re-framing, Alternative
Frame of Reference, Content Reframing, Non-content Reframing, and Employing problem-
solving techniques, behavioral strategies, and action-programs. Insights, Four kinds of
Insights, Defining and Operationalizing the goal, SMART Goals, Making contracts and
Evaluating. Review and [Link] of skills and techniques in the study group and
sharing the experiences. Application of Counselling Skills in varied contexts.

Reference books:

1. Antony, D. John (2009), Principles and Practice of Counselling. Anugraha

Publications, Dindigul, Tamil Nadu.
2. Burnard, P. (1995). Counselling skills training: A sourcebook of activities for trainers.
London, England: Kogan Page Ltd.
3. Corey, Gerald (2009) Counselling and Psychotherapy: Theory and Practice. Cengage
Learning. India.
4. Nelson – Jones, R. (2011). Basic Counselling Skills: A helper‟s manual (2nd ed.).
Chennai, India: Sage Publications India Pvt. Ltd.
5. Seligman, Linda & Reichenberg, Lourie, W. (2010) Theories of Counselling and
Psychotherapy. Pearson. India.
6. Antony D. John, (2011), The Body Never Lies: The basics of Body Language, Guru
Publications, Dindigul.

CORE- X : TRAINING AND DEVELOPMENT

UNIT-I NATURE AND MEANING OF TRAINING AND DEVELOPMENT :

Training: Definition, Development: definition - Nature and Scope; Reasons for Training;
Skill sand Qualities of a trainer – Learning Process in Training

UNIT-II: ASSESSING NEEDS AND DEVELOPING LEARNING OBJECTIVES :

Need Assessment: Reasons, methods of data collection, criteria to be used to select a data
gathering method General Features of adult learners; basic learning styles of participants;
factors influencing the learning process Writing objectives: SMART objectives, ideas for
writing objectives, task analysis.

UNIT-III : TRAINING METHODS : On-the-job and off-the-job technical training -

Principles of learning and the choice of methods. Lecture method, the case method, syndicate
method, Group discussion, Brainstorming, Simulation, business game, role play, programmed

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learning, in basket exercise. Experiential learning techniques, audio visual aids - Training
approaches to improve productivity and quality - TQM, Quality Circles, KAIZEN.

UNIT-IV: DESIGNING AND CONDUCTING TRAINING PROGRAMMES :

Conducting training programmes, Explaining the four training styles, Gauging group
dynamics, Training like a professional: presentation skills, participation materials, asking and
answering questions, smooth transitions, wrap up and effective training sessions -
Management Development: The nature of the Managerial job- Knowledge and Skills
requirements of managers-Management Development Programs and Techniques; Career
Planning and Development.

UNIT-V: EVALUATION OF THE TRAINING : Purpose, Kirkpatrick‟s four levels of

evaluation, guidelines for measuring the four levels, Evaluation methods, ROI – process and
benefits.

Reference books:

1. Biech, E. (2005). Training for Dummies. Hoboken, NJ: Wiley Publishing Inc.
2. Singh, P.N. (1996). Training Management Development. (4th ed.). Mumbai, India:
Suchandra Publications.
3. Hardingham, A. (1998). Training Essentials-Psychology for Trainers. London,
England: Chartered Institute of Personnel & Development.
4. Joyce P., & Sills, C. (2010). Skills in Gestalt Counselling & Psychotherapy,
(2nd ed.). New Delhi, India: Sage Publications.
5. Agochiya, D. (2002). Every Trainer's Handbook. New Delhi, India: Sage
Publications.
6. Blanchard, N. P., & Thacker, J. W. (2009). Effective Training: Systems,
Strategies and Practices. New Delhi, India: Pearson Education.
7. Lynton, R. P., & Pareek, U. (2013). Training for Development. (3rd ed.)
New Delhi, India: Sage Publication.

CORE- XI : BEHAVIOUR MODIFICATION

UNIT - I : BASIC CONCEPTS : Definition and characteristics of behavior modification.

Historical aspects. Areas of application. Reinforcement - positive and negative reinforcement,
escape and avoidance behaviors, conditioned and unconditioned reinforces, factors that
influence the effectiveness of reinforcement, schedules of reinforcement. Punishment -
positive and negative punishment - Factors that influence the effectiveness of punishment.
Respondent conditioning, timing of neutral and unconditioned stimulus, higher order
conditioning, conditioned emotional responses, extinction of conditioned responses,
discrimination and generalization of respondent behavior, Influential factors of respondent
conditioning. Introduction to a functional behavioural analysis. Basic behavioural principles
of the A-B-C contingency. Formal behavioural assessment.

UNIT - II: PROCEDURES TO ESTABLISH NEW BEHAVIOR : Stimulus control:

discrimination and generalization. Defining stimulus control, stimulus discrimination
training, the three-term contingency. Generalization. Shaping and its applications - How to
use shaping, shaping of problem behaviors. Prompting and fading techniques. Types of
prompts. How to use prompting and transfer of stimulus control (for example in autism).
Chaining. Examples of behavioural chains, analyzing stimulus-response chains, task analysis,

Page | 15
backward chaining, forward chaining, total task presentation. Chaining Components of
behavioral skills training procedures. Modeling, instructions, rehearsal, feedback.

UNIT - III: PROCEDURES TO INCREASE DESIRABLE BEHAVIOR AND

DECREASE UNDESIRABLE BEHAVIOR : Differential reinforcement of alternative
behavior, differential reinforcement of other behavior - Differential reinforcement of low
rates of responding Antecedent control procedures. Using antecedent control strategies. Using
punishment. Time out, response cost.

UNIT - 1V: OTHER BEHAVIOR CHANGE PROCEDURES: Token economy, practical

considerations, implementing a token economy, applications of token economy, advantages
and disadvantages of a token economy. Behavioral contract, components of a behavioral
contract. Cognitive behavior change procedures – assertiveness training, thought stopping.
Introduction to third wave therapies –Dialectical behavior therapy, metacognitive therapy.

UNIT - V: OVERVIEW OF ASSESSMENT, FORMULATION AND INTERVENTION

IN CLINICAL CONDITIONS :
Clinical Conditions – Depression, panic, OCD, GAD, and eating disorders.
Anxiety Reduction Procedures – Defining fear and anxiety problems, procedures to reduce
fear and anxiety – relaxation, systematic desensitization, in vivo desensitization .
Anxiety Induction Procedures – implosive therapy flooding, aversive counter conditioning
– use of electric shock, covert sensitization.

Reference books:

1. Miltenberger, R.G. (2012). Behaviour Modification: Principles and Procedures. (5th

ed.) Boston, M. A.: Wadsworth Cengage Learning.
2. Masters, J. C., Burish, T. G., Hollon, S. D., & Rimm, D. C. (1987). Behaviour
Therapy: Techniques and Empirical Findings.(3rd ed.). New York, NY: Harcourt
Brace Jovanovich College Publishers.
3. Kanfer, F.H., & Saslow, G. (1965). Behavioral Analysis: An Alternative to Diagnostic
Classification. Archives of General Psychiatry, 12(6), 529-538.
4. Simos, G. (2002). Cognitive Behavior Therapy: A guide for the practicing clinician
(Vol.1) London, England: Brunner-Routledge.

CORE- XII : FIELD INTERNSHIP

Field Internship is intended to provide the students with the opportunity to engage in all of
the learning activities in an organization compatible to their field of specialization, where in
they could apply their learning in the class rooms. They undertake a practicum visiting,
learning in the field of their specialization (Clinical Psychology, Counselling and
Psychotherapy and HR). The students will choose to do a field internship in psychiatric
hospitals, hospitals, counselling centers, home for the aged, schools, NGOs or companies.
The purpose of this practicum is to have full-fledged field based learning experience. This
Practicum is also intended as a pre-employment exposure to the specialization area. A record
work has to be submitted on the field internship. The internal assessment will carry 75 marks
while the external viva voce will carry 25 marks.

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 NON-MAJOR ELECTIVE : POSITIVE PSYCHOLOGY

UNIT-I: INTRODUCTION : Meaning, definition, assumptions and goals. Positive

emotions and well-being. Eastern and Western perspectives on positive psychology .

UNIT- II: HAPPINESS : Meaning and measures of happiness, types of happiness, effects of
happiness, happiness across life span, gender and happiness, factors contributing to
happiness. Wellbeing -Subjective wellbeing – components of subjective wellbeing.

UNIT-III: FLOW, MINDFULNESS AND SPIRITUALITY : Flow – creating and

measuring flow. Mindfulness – definition, attributes of mindfulness, mindfulness meditation,
& Spirituality, Gratitude, zest.

UNIT- IV : POSITIVE ENVIRONMENTS : Positive relationships, positive schooling,

positive workplace, positive communities, positive youth development, Resilience and
resilience application, altruism, empathy and Social Intelligence, love, kindness

UNIT -V :APPLICATION OF POSITIVE PSYCHOLOGY : Positive psychology and

meaningful life; Purpose of Life, Positive Changes in life. Well-being interventions;
Prevention of psychological problems.

Reference books:

1. Steve, B. (2016). Positive Psychology. Pearson Education India.

2. Alan Carr (2002) Positive Psychology, London, Routledge.
3. Lopez, S. J., Pedrotti, J. T., & Snyder, C. R. (2018). Positive psychology: The scientific
and practical explorations of human strengths. Sage Publications.
4. David G. Myers. The Pursuit of Happiness Avon Martin Seligman (1991) Learned
Optimism Pocket Books.
5. Lykken, D. (1999). Happiness: What studies on twins show us about nature, nurture, and
the happiness set-point. Golden Books.
6. Goleman, D. (1998). Working with Emotional Intelligence. Bantam.

FOURTH SEMESTER
CLINICAL PSYCHOLOGY SPECIALIZATION
CORE- XIII : REHABILITATION PSYCHOLOGY

UNIT - I: Introduction: Overview of the profession of Rehabilitation Psychology and

practice, history, growth and scope, professional role and functions; current issues and trends,
areas of specialization, magnitude and incidence of disability, cost of disability (disability
adjusted life years (DALY).
UNIT – II: Concepts and Theory: Concept of impairment, disability and handicap, models
of disability, theories and models of adaptation to disability and adaptation processes, ways
of coping with disability, concept of quality of life and its domains, assessment, global and
specific indicators of QOL. Models of disability and rehabilitation, enabling–disabling
processes, Adjustment and well-being: mediators and moderators of psychosocial adjustment
and well-being.

Page | 17
UNIT – III: Family and disability: Impact of disability on family, family care and burden,
role of family on coping, adaptation and integration, models of family adaptation, needs of
families and their assessment and strengthening family to support and care of disabled.

UNIT – IV: Assistive Technology: Identifying vocational, social and independent living
implications of various long-term medical disabilities, role of assistive and corrective
devices, environmental modification, remedial training, retraining, biofeedback techniques in
correcting functional impairments, acupuncture, massage and other evidence-based
alternative/complimentary approaches.

UNIT - V: Resources : Development of resources, capacity building, financial security and

sustainability, promoting economic re-integration of disabled, need for multi-sectorial
participation, NGO movement, developing human resource, mitigating shortage of trained
human resources and increasing access to trained personnel, contemporary issues and
challenges.

Reference books:

1. Encyclopedia of Disability and Rehabilitation, Arthur E. Dell Orto and Robert

[Link] (Eds.), MacMillan Reference Books, 1995.
2. Perspectives on Disability and Rehabilitation: Contesting Assumptions, Challenging
Practice, Karen Whalley Hammell, Churchill Livingstone, 2006.
3. Status of Disability in India – 2012, Rehabilitation Council of India, New Delhi.
4. The Persons of Persons with Disabilities Act, Ministry of Social Justice &
Empowerment, Government of India, New Delhi, 2016.
5. Yuker, H. E. (Ed). (1988). Attitudes Toward Persons with Disabilities. New York:
Springer Publishing Company.
6. Eisenberg, M. G., Glueckauf, R. L., & Zaretsky, H. H. (Eds.) (1999). Medical aspects
of disability: A handbook for the rehabilitation professional (2nd ed.). NY: Springer.
7. Smart, J. (2012). Disability across the Developmental Life Span: For the rehabilitation
counselor. New York: Springer Publishing Company.

CORE- XIV: ADVANCED PSYCHOPATHOLOGY

UNIT - I : Dissociative Disorders-Meaning of the concept, difference between dissociation

and repression. Dissociative amnesia. Dissociative fugue. Dissociative identity disorder.
De-personalization/De-realisation disorder, Dissociative Disorder and Dissociative trance.
Differential Diagnosis. Etiology and Management. Substance related disorders. Delirium,
Dementia and Amnestic and other cognitive disorders. Etiology and Management.

UNIT-II : Disruptive, Impulse Control and Conduct Disorders-Common features.

Intermittent explosive disorder. Kleptomania. Pyromania. Pathological gambling.
Trichotillomania. Disruptive and Conduct disorders. Etiology and Management. Somatoform
Disorders. Conversion disorder. Pain disorder, Hypochondriasis. Body dysmorphic disorder.
Etiology and Management.
UNIT-III : Sleep-Wake Disorders-Dyssomnias, Parasomnias, Sleep disorder due to a general
medical condition, substance-induced sleep disorder. Insomnia, Narcolepsy,
Hypersomnolence Disorder, Sleep apnea, Sleep hypopnea, REM. Etiology and Management.

Page | 18
Sexual Disorders-Sexual desire disorder, Sexual arousal disorder, Orgasmic Disorder, Sexual
pain disorder, Substance-induced sexual dysfunction. Paraphilias. Gender Identity Disorder.
Etiology and Management.

UNIT-IV : Eating Disorders-Anorexia nervosa, Bulimia nervosa, Obesity. Adjustment

Disorders – diagnosis and treatment. Factitious Disorders–diagnosis and treatment.
Etiology and Management.

UNIT-V: Autism, Spectrum disorders, ADHD, Intellectual and Developmental Disabilities

(IDD), Specific Learning Disability (SLD), Conduct Disorders, Diagnosis and treatment.
Etiology and Management.

Reference books:

1. American Psychiatric Association (1994) Diagostic and Statisticaal Manual of Mental

disorders, 4th Ed. Washington DE APA.
2. Irwin [Link] and Sarason Barbara, R (1993) Abnormal Psychology 6th Ed,
New York: Prentice Hall.
3. Ilusen.M, Kazdin E.A. and Bellack S.A. (1991). The Clinical Psychology handbook.
2nd Ed New York: Pregamon press.
4. Richard R. Bootzin, Joan Ross Acocelk and Lamen B. Alley (1993), Abnormal
Psychology. 6th Ed New York: Mc Graw Hill.
5. WHO (1992) The ICD 10 classification of mental and behavioural disorders, clinical
descriptions and diagnostic guidelines, Geneva, WHO.
6. WHO (1993) The ICD 10 classification of mental and behavioural disorder.
Diagnostic criteria for research Geneva WHO.
7. Barlow H. David and Durnad V. Mark (1999) – Abnormal Psychology; India,
Brooks/Cole Publishing Company.
8. Carson C. Robert, Butcher N. James, Mineka, Susan (1998) – Abnormal Psychology
and Modern life; Newyork, Longman.
9. Antony, D. John, (2006) Mental Disorders encountered in Counselling, Dindigul:
Anugraha Publications.

CORE- XV : ASSESSMENT IN CLINICAL SETTINGS

UNIT-I. : Assessment: Definition - Difference between assessment and intervention-

Importance of assessment in clinical setting – Objectives of assessment in clinical setting -
Classification of Disorders: DSM and ICD - Mental Status Examination (MSE)- Case Study.
Role of psychological testing in assessment. Classification, types and characteristics of
psycho-diagnostic methods, Interviewing and Behavioral Observation Methods;

UNIT-II : Assessment Strategies and Protocols: Risk assessment instruments-

Questionnaires and scaling techniques - Interview based on grounded theory methodology -
Experimental and clinical methods - Psychopathological profiles - Socio moral reflection
measures - Lip maps- Psycho-diagnostic report writing. Ethical aspects.

Unit-III : Beck‟s Hospital in anxiety and depression scale - Hamilton‟s anxiety and
depression scale Self efficacy scale - Emotional self-efficacy scale - Self Esteem Inventory-
Attitude Scale- Strong interest inventory – MAST.

Page | 19
Unit-IV : Bhatia‟s Battery of Performance Tests – Standard Progressive Matrix – Wechsler
Adult Intelligence Test - EPQ – Eysenk Personality Questionnaire – Keirsey Temperament
Sorter – Assessing personality disorders.

UNIT-V : Treatment Strategies and Rehabilitation: Self-management - Affect/emotion/mood

management - Anger management and aggression replacement training. Goal setting.
Assessing resources.
As part of Unit – V, a student is expected to do an assessment on a patient and prepare a
report.

Reference Books :

1. Alloy, L.B., Riskino, J.H. and Manos, M.I. (2006). Abnormal Psychology; Current
Perspectives. New Delhi: Tata McGraw Hill.
2. Barlow, D.H. & Durand, V.M. (2010). Textbook of Abnormal Psychology.
New Delhi: Cengage Learning India Pvt. Ltd.
3. Carson, R.C., Butcher, J.N., Mineka, S & Hooly, J. M. (2007). Abnormal Psychology,
13th Ed. New Delhi: Pearson Publication.
4. Nolen-Hoeksema, S. (2010). Abnormal Psychology. New Delhi: Tata Mc Graw Hill.
5. Kearney, C. A. & Trull, T. J. (2012). Abnormal psychology and life: A dimensional
approach. New Delhi: Cengage learning.
6. Goldstein et al (2004). Need Perspectives on Aggression Replacement Training. UK:
John Wiley & Sons Ltd.
7. James Mc Guire (2002). Offender Rehabilitation and Treatment. UK: John Wiley &
Sons Ltd.
8. MC Murrand & McGuire (2005). Social Problem Solving and Offending. UK: John
Wiley & Sons Ltd.
9. Theresa et al (2007). Aggressive Offenders Cognition- Theory, Research and
Practice.

CORE- XVI : PROJECT WORK

The paper aims at developing a research mind-set among the students and to prepare
them for further research in their area of study. Students are expected to select a research
problem in the specific field of psychology, and prepare a research design by the end of III
semester. Selection of the problem for the study is at the discretion of the student. However
while formulating the research problem, the student shall get the guidance from the research
supervisor assigned to guide the research work. Students are expected to maintain a Research
Log book and clearly note down the nature of meeting with the research guide with date and
time. The dissertation record shall be submitted for the scrutiny of the research supervisor.

The dissertation record will be submitted to Madurai Kamaraj University by the end
of the IV Semester, as partial fulfilment of the requirements for the award of the Master‟s
degree in Psychology. The internal assessment will carry 75 marks while the external viva
voce will carry 25 marks.

Page | 20
 FOURTH SEMESTER – COUNSELLING SPECIALIZATION
CORE- XIII : ADVANCED PSYCHOTHERAPY

UNIT- I : Gestalt Therapy and techniques: Gestalt therapy – meaning definition and history.
Frederick Perls – Holism – field Theory – Figure Formation Process – Organisimic self-
regulation. Therapeutic Techniques: Internal dialogue exercise – Making the rounds –
Playing the projection – Rehearsal exercise – Reversal technique – Exaggeration exercise –
Staying with feeling – Guided fantasy - Empty chair technique – Gestalt approach to dream
work.

UNIT -II : NLP Techniques: Meaning and Definition. John Grinder and Richard Bandler –
Neuro-Linguistic Programming. V. K. Dissociation – Steps and Procedure. V.K. D technique
and psychotherapy. Swish: Steps and Procedure. Swish technique and psychotherapy. New
Behaviour Generator – Steps and Procedure. Usefulness of NBG in counselling and personal
life.

UNIT-III : Behavioural Therapy: Introduction – Effectiveness – Types- Cognitive

Behavioural techniques: Behavioural experiments – Thoughts record – Pleasant activity
scheduling – Situation exposure hierarchies – Imagery based exposure - Systematic
desensitization – Exposure therapies - Flooding – Aversion therapy – Operant Conditioning –
Token Economics – Contingency Management - Modelling – Extinction. Stress: Meaning -
Definition and Stressors. Coping Mechanism: Meaning - Definition and Types.

UNIT IV : Solution focused brief therapy - Looking for previous solutions, Looking for
exceptions, Present and future-focused questions vs. past-oriented focus, Compliments,
Inviting the clients to do more of what is working, Miracle Question (MQ), Scaling
Questions, Coping Questions, Consultation Break and Invitation to Add Further Information,
Research Findings.

UNIT V : Well-being therapy: perspectives of Positive Psychology - VIA – Mindfulness

based therapy – Acceptance commitment Therapy – Forgiveness therapy - Gratitude
Interventions – Resilience Informed Therapy.

Reference books:

1. Antony, D. John, (2003) Psychotherapies in Counselling, Nochiodaipatti, Dindigul,

Anugraha Publications.
2. Smith, M. L. Glass, G. V. & Miller, T. I. (1980). The Benefits of Psychotherapy.
Baltimore: Johns Hopkins University Press.
3. Doboson. D & Dobson. K., (2009). Evidence-Based Practice of Cognitive -Behavior
Therapy. Published by Guilford Publication. Inc.
4. Ronen. T & Freeman. A. (2007) CBT in Social Work Practice. Published by Spring
Publishing Company, LLC.
5. Sheldon. B., (2011). Cognitive Behavior Therapy Research and Practice in Health and
nd
Social Care. (2 Ed). Published by Routledge Publication New York.

CORE- XIV : COUNSELLNG ACROSS LIFE SPAN

UNIT-I: Life-span Crisis or developmental crisis: Meaning and definition. Need for
counselling through lifespan. Counselling the Child: Need and its importance. Counselling

Page | 21
issues in Early childhood (child abuse, Handicapped conditions), Late Childhood (Identified
Patient, Sibling Rivalry, Unrealistic Expectations, Identification, Challenged Children).
(Skill Demonstration, counselling practice and a day-long seminar on Art & Play Therapy).
UNIT-II : Counselling Issues in Adolescence: Acceptance of Changed Physical Self, New
forms of relationship, Sexual Identity, Attraction, Peer Pressure. Educational Counselling and
Guidance. (Psycho education for Self-concept: Dimensions and tips to improve self-concepts.
Administering Rosenberg‟s Self-Esteem Concept).

UNIT III : Counselling the Adult. D. E Super‟s theory, J. L. Holland‟s theory, Levinson‟s
Theory of Adult Development- Early Adulthood, (Physical planning, Career planning,
Financial Planning, Conjugal Relationship) Middle Adulthood, (Physical condition,
Vocational and Grand parenting Adjustment, Success of middle age, Midlife Crisis).
(Demonstration and group discussion on young, middle adult issues in counselling).

UNIT IV : Counselling the elderly- Need and its importance. Counselling situations:
depression, loneliness and lack of initiative to live, lack of intellectual capacity to manage
one‟s own affairs (Senile Dementia, Multi-infarct Dementia and Delirium). Review of case
histories related to counselling the persons in different stages. Counselling the Sick. (Visit to
the home for the elderly).

UNIT V: Counselling the dying- Phenomenon of death, Elizabeth Kubler-Ross‟ Stage

theory, E. Mansell Pattison‟s Process theory. Fear of dying, facts about dying. Counselling in
the context of death. Counselling the bereaved- Stages and psychological implications of
funeral, emotional reactions to a loss, Common elements of Grief, Counselor‟s intervention
in grief. (Practical field visit/practice of counselling the terminally ill/dying/bereaved).

Reference books:

1. Antony, D John (1996) Types of Counselling- A Life Span Developmental and

Situational Approach, Nagercoil, Anugraha Publications.
2. Hurlock, Elizabeth B. Developmental Psychology. New Delhi: Tata McGraw-Hill
Publ. Co., 1987.
3. De Shazer, S., (1985). Keys to Solution in Brief Therapy. New York: Norton.,
4. Ronald W. Richardson, Family Ties that Bind, A self-help Guide to change through
family of Origin therapy. International Self –Counsel Press Ltd: U.S.A. Canada, 1995.
5. Tanushree Podder, Aoy Podder, The Secrets of Marital Bliss, Unique Colour Carton,
Mayapuri, New Delhi, 2003.

CORE- XV : SCHOOL AND WORKPLACE COUNSELLING

UNIT- I : Counselling in School settings: Meaning, Scope, Role of Counsellor, Importance

of mentoring and whole person Development, Advocacy, Empowerment, Academic Success.
Ethics and law in School Counselling, Special Education in School Counselling. (Counselling
Skills practice in school settings, Assertiveness Training).

UNIT -II : Problems related to School Environment: Teacher and Student relationship, Study
stress, Peer pressure (Bullying), Parental Expectations. Importance of physical activities,
Games, Community involvement and extracurricular activities. Leadership. Probabilistic
Orientation. (Teaching relaxation techniques and stress reduction, Memory Techniques).

Page | 22
UNIT-III : Childhood Disorders: Autism, ADHD, Dyslexia and Learning Disabilities.
Adolescent disorders. Addictive Behaviours, Dealing with Abilities, Disabilities, Gifts,
Talents, Academic Achievement Interventions, Remedial Education. Accountability.
(Learning to Administering Intelligent Test/Dope Test/Academic Resilience Scale).

UNIT IV: Understanding of employees‟ problem. Workplace stress: Stressors, Stressful job.
Occupational Stress. Stress related to travel, work time, Absenteeism, burnout, depression.
Dealing with difficult people. Handling gender issues, inappropriate, unethical behavior in
work place. (Stress overcoming techniques and visit to Industry).
UNIT -V : Work place counselling- Meaning, definition and history. Scope of workplace
counselling in India. Functions and various Models of work place counselling. Steps in
employee counselling – Preparation, assessment, significance of contract, strategies and
techniques of employee counselling, termination. Using counselling skills in: recruitment,
induction, training, job, retention and retirement. Job satisfaction.(Administering Aptitude,
Interest and Job satisfaction Scales)
.
Reference books:

1. Antony, D John (1996) Types of Counselling- A Life Span Developmental and

Situational Approach, Nagercoil, Anugraha Publications.
2. Hurlock, Elizabeth B. (1987) Developmental Psychology. New Delhi: Tata McGraw-
Hill Publ. Co.
3. Williams, Hank (1996) Managing Groups and Teams.
4. Sharma, R. N., Sharma, Rechana (2017) Child Psychology.
5. Vikram Patel (2013), The School Counsellor case book, Lisa Aronson, Gavri Divan.
6. V. C. Pandi (2007) Educational Guidance and Counselling, Isha Books. ISBN
13:978-81870 55810.
7. Carrol, Michael (1996). Work Place Counselling, New Delhi, Sage Publications.
8. H.L. Kaila (2015) Industrial Organizational Psychology I.K International Publishing
House Pvt.

CORE- XVI : PROJECT WORK

The paper aims at developing a research mind-set among the students and to prepare
them for further research in their area of study. Students are expected to select a research
problem in the specific field of psychology, and prepare a research design by the end of III
semester. Selection of the problem for the study is at the discretion of the student. However
while formulating the research problem; the student shall get the guidance from the research
supervisor assigned to guide the research work. Students are expected to maintain a Research
Log book and clearly note down the nature of meeting with the research guide with date and
time. The dissertation record shall be submitted for the scrutiny of the research supervisor.
The dissertation record will be submitted to Madurai Kamaraj University by the end
of the IV Semester, as partial fulfilment of the requirements for the award of the Master‟s
degree in Psychology. The internal assessment will carry 75 marks while the external viva
voce will carry 25 marks.

Page | 23
 FOURTH SEMESTER – H R SPECIALIZATION
CORE- XIII : ORGANISATIONAL BEHAVIOR

UNIT-I : EVOLUTION AND EMERGENCE OF OB : Defining Organizations and

Organizational Behavior. A Historical background for modern organizational behavior.
Theoretical Frameworks; Micro and macro perspectives. Models of Organizational Behavior
. Contributing disciplines to OB. Challenges and Opportunities of today‟s organizations:
The role of Information Technology. Total Quality Management. Learning Organizations.
Organizational Technology - Competencies: Professional practice- External trends - Ethical
behavior in organizations. Contemporary issues at work place: Violence, Sexual harassment,
Absenteeism, Attrition. Case studies and exercises.

UNIT-II : INDIVIDUAL AT WORKPLACE- 1: Motivation concepts and applications:

Content, Process and Contemporary theories of work Motivation, Managing work
motivation. Goal setting. Management By Objectives (MBO). Attitude- Attitude definition,
work attitudes. Changing attitudes. Values- organizational values and work values. Job
Satisfaction- Influences, Outcomes and Consequences. Organizational Commitment-
Outcomes. OCBs.

UNIT-III : THE INDIVIDUAL AT WORKPLACE-2 : Learning Theories and its

organizational applications- Reward systems (Pay, Recognition & Feedback) and
Behavioural Performance Management/OBM. Personality: Personality determinants, Type
and trait theories (“Big five” personality traits & MBTI), Personality- job fit theory, Personal
effectiveness.

UNIT-IV : GROUPS AND TEAMS : Foundations of Group behaviour - Nature of groups,

Dynamics of informal groups, Dysfunctions of groups and teams. Understanding teams and
team work: Types of teams, Team building, Effectiveness and Cohesiveness. Individual and
Group Decision making: Models and styles of Decision making, Decision Making Biases,
Group DM techniques, Creative DM techniques. Communication: Goals of organizational
communication. Communication networks, Directions and dynamics of communication.

UNIT- V: CONTEMPORARY TRENDS IN ORGANISATIONAL BEHAVIOR:

Contemporary Organisational Designs, Positive Organisational Behaviour and Psychological
Capital, Empowerment and Participation, Managing an International workforce.

Reference Books :

1. Kreitner, R. & Kinicki, A. (2008). Organizational Behaviour. 8th ed. New Delhi: Tata
McGraw Hill.
2. Luthans, F. (2008). Organizational Behaviour. (11th ed). Boston: McGraw Hill
International Edition.
3. Michener, H.A., Delamater, J.D., and Myers, D.J. (2004). Social Psychology (5th ed).
Belmont, CA: Wadsworth/ Thomson Learning.
4. Morgan,C.T , King,R.A. (1986). Introduction to Psychology. (7th ed). New Delhi:
Tata McGraw Hill Publishing Company Limited.
5. Pareek, U. (2007). Understanding Organizational Behaviour. (2nd Ed). New Delhi:
Oxford University Press.

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 6. Robbins, S.P. (2009). Organizational Behaviour. (14th ed). New Delhi: Prentice-Hall
of India Private Limited.
7. Newstrom, J.W. (2007). Organizational Behaviour-Human Behaviour at work. (12th
ed).Tata McGraw Hill Publishing Company Ltd: New Delhi.
8. Luthans, F. (2013). Organisational Behaviour.(12th ed). New Delhi, India: Mc Graw
Hill Education (India) Private Limited.
9. Andre, R. (2009). Organisational Behaviour. New Delhi, India: Pearson Education
Tamilnadu State Council for Higher Education.
10. Robbins, S.P., Judge, T.A., & Vohra, N. (2011). Organisational Behaviour. (14th
ed).New Delhi, India: Pearson Education.

CORE- XIV : INDUSTRAIL AND ORGANISATIONAL PSYCHOLOGY

UNIT – I: Introduction: What Industrial Psychology is ? – Objectives – Scope – Industrial

Psychology as a Science – Industrial Psychology as a Profession. Personnel Selection and
Testing: Validity and Reliability of Selection Procedure – Various Types of Selection
Procedures: Interviews, Application Blanks. Biographical Inventories and Reference
check-up Techniques – Testing Abilities – Testing Personality – Testing Skills and
Achievements.

UNIT – II: Training & Development : Introduction to Training and Development –

Establishing Training needs – Methods and approaches in Management and Development –
Methods and Approaches in Employee Training – Career Planning and Development.

UNIT – III: Performance Appraisal & Performance Rating System : The Nature and
uses of Performance Appraisals – Performance Appraisal Procedures bases on judgement –
Objective Measures of Performance Appraisal – Performance Rating Systems – Errors and
bias in Rating – Types of Rating Methods.

UNIT-IV : Industrial Relations and Industrial Disputes: Definition and Evolution of

Industrial Relations, Need for sound Industrial Relations, Tripartite System; Role of ILO,
Central and State Governments, Industrial Disputes: nature and causes, strikes and lockout,
methods of settling disputes: conciliation, arbitration and adjudication- machinery for
settlement.

UNIT-V : Emerging Issues in Industrial Relations: Issues relating diverse and cross cultural
workforce New category of Labour; Knowledge workers, BPO workers, workers in service
sectors- Effect of globalization on working class: need for a new outlook on industrial
relations, labour welfare and legislations, Sexual harassment at workplace.

Reference Books.

1. Miner John, B. Industrial and Organizational Psychology, New York: McGraw

Hill 1992.
2. Mc Cormick, E.J., & Ilgen, R. Industrial Psychology, (7th Edition), New Delhi:
Prentice Hall of India, 1984.
3. Aamodt, M.G., (2013) 7th Edition. Industrial Psychology. Cengage Learning.

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 CORE- XV : HUMAN RESOURCE MANAGEMENT

UNIT-I: Introduction to Human Resource Management : History and evolution of the

concept of HRM - HRM: Definition, nature, scope, objectives and importance, Models of
HRM, Policies, procedures and programs of HRM. Role of an HR practitioner. HRM: Line
and staff aspects. HRM: current challenges and limitations.

UNIT-II : Human Resource Planning (HRP) : Human Resource Planning: Objectives,

Importance, Process of HRP, Methods and techniques of HR - Job Analysis: Nature and use
of job analysis, methods of job analysis, Process of job analysis. Job Description (JD), Job
Specification (JS) and Role Analysis. Job design: Nature, techniques for designing jobs - Job
Evaluation: Concept, Nature, Methods of job evaluation, limitations.

UNIT-III : Acquisition and Management of Human Resources : Recruitment: Definition,

Process and methods, policies and procedures, limitations, external Vs internal recruitment.
Selection: Purpose, processes and methods. Induction and placement: Aims and objectives of
placement, induction / orientation. Internal mobility: Concept, transfer and employee
separations. Career Management: Nature and concept, stages of career management.

UNIT-IV: Training and Development of Human Resources : Training: Process, Need and
significance, Models - Training Design and methods: Techniques and method, E-learning,
Creative training, Instructional design, Executive development - Training Evaluation:
Competency Mapping, Logic Model - HRD in India: HRD in Indian industry.

UNIT-V : Employee compensation and benefits, Evaluation : Compensation: Nature of

compensation, Objectives and levels of compensation - Pay systems: Principles and elements
of wage and salary system, Nature and development of pay systems, Variable pay or pay for
performance systems. Incentive plans: Individual incentive plans, group or team based
incentive plans, organization wide incentive plans, incentive schemes for indirect workers,
fringe benefits. Performance appraisal: Nature and use of performance appraisal, process of
performance appraisal, methods of performance appraisal, potential appraisal, performance
appraisal practices in India. Competency mapping.

Reference Books:
1. Dessler, G. (2009). A Framework for Human Resource Management, 5th ed. Pearson
/ Prentice Hall Publishing.
2. Rao, V.S.P. (2005). Human resource management: Text and cases, 2nd ed. Excel
books.
3. Nick, P. B., & James, T. W. (2012). Effective training - systems, strategies and
practices. Pearson Publication.
4. Bhatia, S.B. K. (2009). Training and development: concepts and practice. New Delhi:
Deep and Deep Publication Private Limited.
5. Noe. R. (2012). Employee training and development. New York: Mc Graw Hill
Education
6. Decenzo, D.A., & Robbins, S.P. (2002). Human resource management. John Wiley
and Sons Inc.
7. Pareek, U. (2010). Training instruments for HRD. New Delhi: 3rd Edition, Mc Graw
Hill.
8. Pulliam, P.P (2015). ASTD Handbook of Measuring and Evaluating Training, Viva
Books, New Delhi.

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 CORE- XVI : PROJECT WORK

The paper aims at developing a research mind-set among the students and to prepare them
for further research in their area of study. Students are expected to select a research problem
in the specific field of psychology, and prepare a research design by the end of III semester.
Selection of the problem for the study is at the discretion of the student. However while
formulating the research problem, the student shall get the guidance from the research
supervisor assigned to guide the research work. Students are expected to maintain a Research
Log book and clearly note down the nature of meeting with the research guide with date and
time. The draft research work shall be submitted for the scrutiny of the research supervisor.
The project report will be submitted to Madurai Kamaraj University by the end of the IV
Semester, as partial fulfilment of the requirements for the award of the Master‟s degree in
Psychology. The internal assessment will carry 75 marks while the external viva voce will
carry 25 marks.

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