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AC7/6/13

Itemno.4.1

SyllabusfortheMA
Program:MA
Course:Psychology
SemesterIIIandIV

(CreditBasedSemesterandGradingSystemwith
TheeffectfromtheAcademicYear20132014)

A. AbouttheCreditScheme

1. 96CreditsfortheentireMAcourse(24Creditspersemester.
24creditsX4Semester=96)

2. 6CreditsperCourse(6X4Course=24Creditsateach
Semester)

3. 60teachinghoursperpaperduringtheSemester.

4. 15teachinghoursperunitduringtheSemester.

5. Allpapershave4Units

6. Four(04)Teachinghoursperweekper6creditcourse

B.Course&SyllabusfortheMAinPsychology
TheStudentwillhavetostudyatleastatotalof16Courses(4CoursesineachSemester)in
foursemestersoverthe2yearsMAdegreecourse.

SyllabusforSemesterI
CourseI:PAPSY101:PersonalityPsychology:6credits:CoreCourse
CourseII:PAPSY102:CognitiveNeuropsychology:6Credits:CoreCourse
CourseIII:PAPSY103:StatisticsforPsychology:6Credits:CoreCourse
CourseIV:PAPSY104:ExperimentalpsychologyPractical:6Credits:CoreCourse

SyllabusforSemesterII
CourseV:PAPSY201:EvolutionaryPsychology:6Credits:CoreCourse
CourseVI:PAPSY202:InterventionSystemsinPsychology:6Credits:CoreCourse
CourseVII:PAPSY203:ResearchMethodologyforPsychology:6Credits:CoreCourse
CourseVIII:PAPSY204:PsychologicalAssessmentPractical:6Credits:CoreCourse

SyllabusforSemesterIII
CourseI:CBT,REBT,andGrouptherapy.CoreCourse(6credits)
CourseII:PsychologicalAssessment:ApplicationsandReportWritinginPracticeCore
Course(6credits)
CourseIII:ElectiveCourse(6credits)StudentshavetochoosecoursefromAtoHofSix
credits.
A. ClinicalPsychopathology
B. ConstructingSocialPsychology:AnalysisThroughTheoreticalPerspectivesand
Applications
C. CounselingAcrosstheLifespanandAddressingSpecialGroups
D. OrganizationalBehavior
CourseIV:PracticumCourse(ElectiveCourse)6credits.
StudentshavetochooseonecoursefromAtoDtotalingtoSixcredits.
Ithasfouroptions.

A. PracticuminClinicalPsychology
B. PracticuminCounselingPsychology
C. PracticuminIndustrialPsychology
D. PracticuminSocialPsychology
Only25%studentscanbeadmittedfromtheMAstudentsmaximumstrengthsince
limitednumberofstudentscanbeaccommodatedonthefieldwork.

SyllabusforSemesterIV
CourseI:Multiculturalism:theoryandpracticeCoreCourse(6credits)
CourseII:Positivepsychology:Health,Wellbeing,andLegislationsinProfessional
PsychologyCoreCourse(6credits)
CourseIII:ElectiveCourse:(6credits)StudentshavetochoosecoursefromAtoMofSix
credits.
A. AdvancedAppliedPsychometrics
B. AdvancedSkillsandProcessesofCounselingandPsychotherapy
C. AdvancedSocialPsychology
D. BehaviorTherapy
E. CareerCounsellingandWorldofWork
F. ChildAssessment
G. ChildEmotionalandBehavioralProblemsandInterventions
H. ForensicPsychology
I.

GroupandTeamEffectivenessinOrganizations

J. Healthpsychology
K. HumanResourceManagement
L. PersonnelPsychology
M. SocialpsychologyandPraxis

CourseIV:ElectiveCourse:(6credits)StudentshavetochoosecoursefromAtoPofSix
credits.
A. ChangeManagement
B. ConsultationLiaisonPsychology
C. ConsumerPsychology

D. DisasterManagement
E. EnvironmentalPsychology
F. FamilyandCouplesTherapy
G. GenderandPsychology
H. GroupProcesses
I.

OrganizationalDevelopment

J. PalliativeCareandCounseling
K. PeacePsychology
L. PersonalityDisorders:Theory,assessment,andInterventions
M. RehabilitationPsychology
N. SportsPsychology
O. TrainingandDevelopment
P. WorkplaceCounseling

C.SchemeofExamination(EachSemester)
Theperformanceofthelearnersshallbeevaluatedintotwoparts.Thelearners
performanceshallbeassessedbyInternalAssessmentwith40%Marksinthefirstpartby
conductingtheSemesterEndExaminationwith60%Marksinthesecondpart.

A.InternalAssessment(40marks)
AstudenthasTwooptionsinInternalAssessmentof40marks.Astudentcantakeeither1.
ClassroomEvaluation(40marks)OR2.ResearchProject(40Marks).Thisisapplicablefor
theory course and not applicable to practical or practicum course (for practical courses,
refertopointno.6)
A student has to communicate in writing the preference for Classroom Evaluation OR
Research Project immediately after the commencement of the semester in writing. If a
studentappearsforfirstclassroomtestconductedasapartofclassroomevaluation,then
students preference will automatically be considered as Classroom Evaluation and earlier
communicatedpreferenceswouldbeconsideredasnullandvoid.
1. AbsenteeforClassroomEvaluation/FailureinSubmission,Presentation

If a student does not appear for one or more of the continuous evaluation / internal
assessmenttest/presentation/submission,etc.forthecoursesmentionedin1stinstruction,
andthenthestudentcantakeonlyonecontinuous evaluation/internalassessmenttest/
presentation/ submission after completion of all continuous evaluation / internal
assessment for that course. This one test per theory course will be conducted on a single
dayafterallinternalevaluationsareover.
2. CommonInstructionsforAllCoursesofSemesterIandSemesterIIinCaseofFailurein
InternalEvaluation.
Theseinstructionsareapplicabletoallstudentsoptingforeitherclassroomtestorresearch
project. If a student fails in the Continuous Evaluation / Internal Assessment (that is a
student is unable to secure 16 out of 40), then the student will be given an additional
continuous evaluation / internal assessment assignment which s/he has to finish in
stipulated duration, submit the report, make presentation, and appear for the vivavoce
examination.The assignment willbedecidedbythecourseteacher.The marksare20for
writtenreport,10forpresentation,and10forvivavoceexamination.Ifthestudentfailsto
secure 16 out of 40 in this additional continuous evaluation / internal assessment
assignment, then the student will be declared as failed in the continuous evaluation /
internalassessmentofthatcourse.
3.

CoursewisespecificationofClassroomEvaluationforfollowingCourses:

Pleaserefertoeachcoursesyllabusforthespecificationofinternalassessment
4. InstructionsforResearchProject
ResearchProject(40marks)
A student can carry out a data based research project as continuous evaluation / internal
assessment. The project has to be carried out under the supervision of course teacher.
Studenthastosubmittwotermpapersandafinalresearchproject.Avivaexaminationwill
beconductedafterfinalresearchprojectsubmission.Outofthetermpapers,oneshouldbe
onreviewofliteratureandsecondonresearchandmethodologicalissuesinthearea.
Evaluation:TwoTermpapers:10markseach.ResearchProjectReport,Presentationand
Viva:20marks

B.SemesterEndExamination(60Marks)
Writtenexamination:Paperpattern:Sevenquestionsfor15markseacharesetoutofwhich
fourshouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbe
combinedforthesequestions.

D.AttendanceRequirement
Thecandidatesarerequiredtoattendaminimumof75%ofthetotalnumberoflecturesin
eachpaperinordertobeeligibletoappearfortheendofsemesterexamsatallsemesters.

E.Noteregardingdealingwithhumanparticipants:
Studentsshouldrefrainfromactswhichheorsheknows,orunderthecircumstanceshas
reasontoknow,spoiltheacademicintegrityoftheacademicprogram.Violationsof
academicintegrityinclude,andnotlimitedto:plagiarism;violationoftherightsandwelfare
ofhumanparticipantsinresearchandpractice;cheating,knowinglyfurnishingfalse
information;misconductasamemberofdepartmentorcollege,andharmtoselfand
others.


PSYCHOLOGY
SEMESTERIII:Course
Corecourse:6credits

CBT,REBT,andGrouptherapy.

Objectives:

1. IntroducingstudentstoCBTandREBTskillsandtechniques.
2. Introducingstudentstogrouptherapyskillsandtechniques.
3. Familiarizingstudentstopossibleapplicationsofboth.

Unit1.CognitiveBehaviorTherapy:Processandapplications
a. CognitiveConceptualization,thecognitivemodel,schemafocusedtherapy
b. Identifyingautomaticthoughts,Corebeliefsandemotions
c. ProcessofCBT:Assessment,Formulation,Therapeuticstages,Terminationandrelapse
prevention
d. CBTapplicationsforDisorders,DistressandDevelopment

Unit2:RationalEmotiveBehaviorTherapy:Processandapplications
a. Irrationalbeliefs,ActivatingeventsandConsequentemotions
b. Didactictechniques,vividmethods,behavioralhomework.
c. ProcessofREBT:Assessment,Formulation,Therapeuticstages,Terminationandrelapse
prevention
d. REBTapplicationsindistress,disordersanddevelopment

Unit3:Groupintervention:Processesandapplications
a. GroupLeadership:BasicTasks,workinghereandnow,Leaderasaperson,Leader
skills,Diversitycompetence,coleader,leaderlessgroups.
b. Ethicalandprofessionalissues
c. Earlystages:Pregroup,Initial,Transition
d. LaterStages:Workingandconsolidation,termination,postgroupculturalvariations

Unit4:GroupinterventionModels
a. Supportandprocessorientedgroups;selfhelpgroups,caregivergroups,largegroup
dynamics.
b. InterpersonalandClientcenteredapproach
c. CognitivebehavioralGroupTherapy

d. Recordkeepinganddocumentation

Evaluation
InternalEvaluation:40marks
TwoEssays
:10markseach.Note:Theessayswillfocusonunitfour.
TwoWrittentests
:10markseach.
Semesterendexamination:60marks
Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

Booksforstudy

Beck,J(2011)CognitiveBehaviorTherapy:BasicsandBeyond.2nded.NY:TheGuilfordPress.

Corey,G.(2009).TheoryandPracticeofCounselingandPsychotherapy.Eighteditions.Thomson
Brooks.

Dryden,W.(1995)RationalEmotiveBehaviorTherapy:Areader.NY:Sage.

Ellis,A.andDryden,W.(2007)ThePracticeofRationalEmotiveBehaviorTherapy.
NY:Springer.

Kleinberg,J(ed)(2012)TheWileyBlackwellhandbookofGrouppsychotherapy.
NY:WileyBlackwell.

Leahey,R(2003)Cognitivetherapytechniques:Apractitionersguide.NY:TheGuilfordPress.

Booksforreference

Beck,A.T.,Rush,A.I.,Shaw,B.F.andEmery,G.(1979)CognitiveTherapyofDepression.NY:Guilford
press.

Ellis,A.(1994)ReasonandEmotioninpsychotherapy:revisedandupdated.NY:CitadelPress.

Ellis,A.(1997)AGuidetoRationalLiving.UK:WiltshireBookCompany.

Goldenberg,H.andGoldenberg,I(2008)Familytherapy,anoverview.7thedition.
NY:ThomsonBrooks/Cole.

GrahamP.andReynoldsS.(2013)CognitiveBehaviorTherapyforChildrenandFamilies.Thirdedition.
London:Cambridge.

Gurman,A.L.(2008)Clinicalhandbookofcoupletherapy,4thedition.NY:GuilfordPress.

Walen,S.DiGiuseppe,RandDryden,W(1992)ApractitionersguidetoRationalEmotiveTherapy,
2ndedition.UK:OxfordUniversitypress.

Wolberg,L.R.(2005).TheTechniqueofPsychotherapyPartIandII.NJ:JasonAronsonInc.(Group
interventionandCognitivetherapy)

Yalom,I.D.(2005)TheoryandPracticeofGroupPsychotherapy.NY:BasicBooks.

PSYCHOLOGY

SemesterIII:CourseII
Corecourse:6credits

PsychologicalAssessment:ApplicationsandReportWritinginPractice

Objectives:
1. Familiarizingstudentswithvariousassessmentapproachesandtools
2. Trainingstudentstoselect,administer,scoreandinterpretvarioustypesofgeneral
psychologytools.

Unit1:IntroductiontoPsychologicalAssessment
A. HistoryofPsychologicalAssessment
B. MeaningofPsychologicalAssessment
C. Typesoftests,scales,batteries.
D. EthicalandProfessionalstandardsfortests.
Unit2:Assessmentofabilityandaptitude
A. Assessmentofintelligence:WISCIV,KamatBinet,WAIS
B. AssessmentofAptitude:GATB
C. AssessmentofAchievementtests
D. AssessmentofInterests:StrongInterestInventory
Unit3:AssessmentofPersonality
a.
b.
c.
d.
e.
a.
b.
c.
d.

Measuresofpersonality:MBTI,AdjectiveCheckLists,16PF,
PersonalityassessmentinWorkSetting:NEOPI3
Projectivetestsofpersonality:RoR,TAT
AssessmentofSocialDesirabilityandotherissuesinpersonalityassessment
Unit4:Assessmentinotherrelatedareas
AssessmentofEmotions:BDIII,EmotionIntelligenceTest,STAXIII,
AssessmentofHealth:GHQ,QualityofLife
Competencybasedassessment,computerbasedtestingandassessment
Reportwritingineachofthedifferentassessments,importanceofdocumentation.

Evaluation

InternalEvaluation:40marks

Essayontopicsrandomlyassignedbycourseteacher:10marks
Twowrittentests:10markseach(Oneofthesemaycompriseofsimulatedtestscore
profilesforscoringandinterpretation)
Classroompresentationbystudentsononeofthetestnotcoveredinthesyllabus:10marks

Semesterendexamination:60marks
Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

Booksforstudy

Bellack,A.S.andHersen,M.(Ed.s)(1998)BehavioralassessmentAPracticalHandbook.4thedition.
MA:AllynandBacon.

Coaley,K.(2009)AnintroductiontoPsychologicalAssessmentandPsychometrics.SagePublications.
NewDelhi

Goldstein,G.andHersen,M.(Ed.)(2000)HandbookofPsychologicalAssessment.3rd.ed.Oxford:
Elsevierscience.

Hersen,M.(2004)ComprehensiveHandbookofPsychologicalAssessmentVolIVIndustrialand
OrganizationalassessmentNY:Wiley.

Walsh,W.B.andBetz,N.E.(1985).TestsandMeasurement.PrenticeHall,Inc.NewJersey

Manualsofvarioustestsandscalescovered.

References
FernandezBallestros,R.istedition(2003)EncylopediaofPsychologicalAssessment.VolIandII.Sage
Publications.NewDelhi

PSYCHOLOGY

SEMESTERIII:CourseIII
Electivecourse:6Credits

Clinicalpsychopathology

Unit1.Anxietyandmoodspectrumdisorders
a.
b.
c.
d.

Panic,phobicdisorders,GeneralizedanxietydisorderandPTSD
ObsessiveCompulsivedisorders,Somatizationanddissociativedisorders
Depressivedisordersandbipolardisorders
Sleep,eatingandsexualdisordersandtheircomorbidities

Unit2Psychoticspectrumdisorders
a. Schizophreniaanditsspectrum
b. Delusional,briefandsharedpsychoticdisorders
c. Schizoaffectivedisordersandrelatedmanifestations
d. Otherpsychoticdisorders,culturalspecificmanifestations,organicoverlay

Unit3DisordersofthebrainandPervasiveConditions
a. Disordersrelatedtoaging
b. Disordersrelatedtochronicmedicalconditions
c. Disordersrelatedtosubstanceuse;Disordersrelatedtolesions,injuryandinfection
d. ADHD,ADD,Pervasivedevelopmentaldisorders,Intellectualdeficits

Unit4Personalitydisorders,LDandotherconditions
a. Personalitydisorders
b. LearningDisabilities
c. ODD,ConductDisorders
d. Vcodesandadjustmentdisorders

Evaluation
InternalEvaluation:40marks

Threewrittentests:Oneof20marksandTwoof10markseach

Lattertwomaycompriseofsimulatedcaseprofilesfordiscussion,followedbyviva.Therest
wouldbeclassroomtestformat.

Semesterendexamination:60marks

Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

Booksforstudy

AdamsP.B.andSutker,H.E.(2001)ComprehensiveHandbookofPsychopathology.Thirdedition.NY:
Springer.

Hersen,MandBeidel,D(2012)Adultpsychopathologyanddiagnosis,6thedition.NY:Wiley.

SadockB.J.andSadockV.A.(2007)KaplanandSadocksSynopsisofPsychiatry,10thedition.PA:
Lipincott,WilliamsandWilkins.

Booksforreference

Millon,T.Blaney,P.andDavisR.D.(1999)Oxfordtextbookofpsychopathology.UK:Oxford
UniversityPress.

Millon,T.,Krueger,R.F.,Simonsen,E.(2011)ContemporaryDirectionsinPsychopathology.NY:
GuilfordPress.

Craighead,W.E.Miklowitz,D.J.andCraigheadL.W.(2008),Psychopathology:History,Diagnosisand
EmpiricalFoundations.NY:JohnWileyandSons.

Maddux,J.E.andWinstead,B.A.(2007)Psychopathology:Foundationsforacontemporary
understanding.NY:CRCpress.

Semester III: Course III


Elective Course: Six Credits

Constructing Social Psychology: Theoretical Perspectives and Applications


Unit I Cognitive Level of Analysis
A.
B.
C.
D.

Attribution Theory of Motivation


Cognitive Structure Theory
Feelings as Information Model
Social Cognitive Theory

Unit II Motivational/Affective Level of Analysis


A.
B.
C.
D.

Dissonance Theory
Self Determination Theory
Social Comparison Theory
Aggression Theory

Unit III Interpersonal Level of Analysis


A.
B.
C.
D.

Need To Belong Theory


Attachment Theory
Shared Reality Model
Interdependence Theory

Unit IV Group and Cultural Level of Analysis


A.
B.
C.
D.

Justice Theory
Minority Influence Theory
Social Identity Theory
Social Dominance Theory

Internal assessment: 40 marks.


1.
2.

Two thought papers of 10 mark each (20marks).


Two classroom presentations of 10 mark each (20marks).

Note:Classroom presentations should include the topics other than the topics covered in the above list given in
syllabus. The topics should be selected from the following reference book:
P. Van Lang, A. Kruglanski, & E.T. Higgins (Eds.) (2011). Handbook of Theories of Social Psychology.
Thousand Oaks, CA: Sage.
Semester end examination: 60 marks.
Written examination: Paper pattern: Seven questions for 15 marks each are set out of which four should be
attempted. One of them could be short note question. Any two topics can be combined for these questions.

PSYCHOLOGY
SemesterIIICourseIV
ElectiveCourse:sixcredits

Counselling across the lifespan and addressing special groups


Objectives:
1. To understand academic, emotional, behavioural difficulties of children and adolescents
2. To explore counselling needs in marriage, workplace and among elderly
3. To highlight counselling for people with addiction issues, attempted suicide, disabilities and trauma
4. To delineate the theories of career development and technological advances in counselling
Unit 1: Children and Adolescents
a)
b)
c)
d)

Scholastically backward, slow learners, under achievers.


Exceptional children: children with Learning disability, ADHD, Talented/gifted
Emotional and Behavioural issues.
Socially disadvantaged

Unit 2: Counselling Adults& Elderly


a) Premarital and Marital Counselling: Role Conflict, Sex and sexuality issues and
Relationship Enrichment Skills.
b) Workplace Counselling: Multicultural career counselling.
c) Elderly: Pre-retirement and Retirement Counselling, Coping with loss of Spouse and age
related health problems.
d) Women in Career
Unit 3: Counselling Special Groups
a) Suicide prevention and management.
b) Drug addicts and alcoholics
c) Trauma and sexual abuse counselling

d) Physical, Psychological, Vocational and Social rehabilitation and counselling of Persons


with Disabilities and Mental Retardation.
Unit 4: Theories of Career Development and Use of Technology
a)
b)
c)
d)

Overview of Career Development theories: Supers and Hollands Theory.


Career Counselling: Elementary, Middle and High school.
The usage of Information technology in career development interventions
Ethical issues in Career counselling

Evaluation
InternalEvaluation:40marks

Essay:20marks
WrittenTest:20marks

SemesterendExamination:60marks
PaperPattern:7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

References
Bor, R., Jo Bbner-Landy, Gilli, S., Brace,C. (2002) Counselling in Schools. Sage Publications Ltd
Clough, P; Pardeck, J., Yuen, F.(eds) (2005) Handbook of Emotional and Bheavioural difficulties,
New Delhi, Sage Publications.
Geldard, K and Geldard, D (2004) Counselling Adolesncents. Sage Publications, New Delhi
Gurman, A.S (4th Edition) (2008). Clinical Handbook of Couple Therapy
Gothard, B; Mignot, P; Offer; M and Ruff; M (2001).Career Guidance in Context Sage.
King B.M. (1996) Human Sexuality Today, Second edition, Prentice Hall, New Jersey

Niles, S. & Harris-Bowlsbey, J. (2013). Career development interventions in the 21stcentury


(4th ed.). Upper Saddle River, NJ: Pearson Education
OLeary, C.J (1999) Counselling Couples and Familiies . Sage Publications, New Delhi
Ponte Otto, D.B. Casas, J.M; Suzuki, l.A. And Alexander, C.M. (eds) (2001) Handbook of
Multicultural Counselling. Sage Publications, New Delhi
Rivers, P.C (1994) Alcoholic and Human Behaviour: Theory Research and Practice. Prentice Hall,
New Jersey
Sherry, J. (2004) Counselling Children, Adolescents and Families. Sage Publications, New Delhi

Velleman, R. (2001) Counselling for Alcoholic Problems, Sage Publications, New Delhi.
Wolfe, R. Dryden, W. and Star bridge, S. (eds) (2003) Handbook of Counselling Psychology, Sage
Publications

Further Reading
Carroll, M. (1996) Workplace Counselling A Systematic Approach to Employee Care. Sage
Publications, New Delhi.
Casey, J. A. (1995). Developmental issues for school counselors using technology. Elementary School
Guidance &Counseling, 30, 26-35.
Garland, D. S., (1983). Working with couples for marriage enrichment.SanFrancisco, CA: JosseyBass.

Halford, W.K., Markman, H.J., Stanley, S., Kline, G.H., (2002).Relationship enhancement. In
Douglas H. Sprenkle (Ed.), Effectiveness research in marriage and family therapy (pp. 191222). Alexandria, VA: AmericanAssociation for Marriage and Family Therapy
Nelson-Jones, R. (1996). Relating skills: A practical guide to effective personalrelationships.
Trowbridge, Wiltshire, Great Britian: Redwood Books
Norton,K and Mcgauley, G (1998) Counselling Difficult clients, Sage Publications, New Delhi.
Sen, A.K. (1982) Mental Retardation, Kripa Psychology Center, Bhelpur.

PSYCHOLOGY
SemesterIII:CourseIII
ElectiveCourse:6credits

OrganizationalBehaviour(OB)

Objective:


1. Tounderstandtheconcepts,natureandprinciplesofOrganizationalBehavior
2. Tointroduceappliedbehavioralscienceprinciplesandpracticesintotheongoing
organizationtowardsthegoalofimprovingorganizationaleffectiveness.
3. TodevelopanunderstandingofMotivation,LeadershipOrganizationalCultureandto
becomeOrganizationalBehaviorPractitioner

1.Introduction:Concepts,NatureandPrinciplesofOrganizationalBehaviour

A. OrganizationalBehavior:ScopeandProcesses;PositivePsychologyatWork
B. ManagementFunctions,RolesandSkills;Effectivev/sSuccessfulManagerial
Activities
C. DisciplinesthatContributetoOBfield;ChallengesandOpportunitiesforOB
D. FoundationsofIndividualBehavior

2.MotivationsinOrganization:ConceptstoApplications

A.
B.
C.
D.

EarlyTheoriesofMotivation
ContemporaryTheoriesofMotivation
MotivatingbyJobDesign:TheJobCharacteristicsModel
EmployeeInvolvement;UsingRewardstoMotivateEmployees

3.Leadership:ApproachesandContemporaryIssues

A. TraitTheories,BehaviorTheoriesofleadership;ContingencyTheories:FiedlerModeland
SituationalLeadershipTheory;PathGoalTheory;leaderMemberExchange(LMX)Theory
B. InspirationalApproachestoLeadership:CharismaticLeadership;TransformationalLeaders
C. AuthenticLeadership:EthicandTrustarethefoundationofleadership
D. ContemporaryLeadershipRoles:Mentoring,SelfLeadership,EAgeandOnlineLeadership

4.1 OrganizationalCulture


A. OrganizationalCulture:Meaning&Definition;RelatedConcepts(Organizational,
Societal&WorkCultures&OrganizationalClimate)
B. PerspectivesandTypologiesofOrganizationalCulture
C. CreatingandSustainingCulture,HowEmployeesLearnCulture
D. Positive(OCB)andNegativeDiscretionaryBehavior(e.g.Deviance,Theft,Aggressionetc);
JusticeinOrganization

BooksforStudy:

Kreitner,RandKinicki,A(2008)OrganizationalBehavior,EightEdition,TataMcGraw
HillPublishingCompanyLimited,NewDelhi,India

Luthans,F(2011)OrganizationalBehavior:AnEvidencedbasedapproach.Twelfth
Edition.NewYork

Pareek,U(2009)UnderstandingOrganizationalBehavior.SecondEdition.Oxford
UniversityPress,NewDelhi

Robbins,S.P,Judge,T.A.,andVohra,N(2012)OrganizationalBehavior,14thEdition.
PearsonPrenticeHall,NewDelhi.India

Schultz,DandSchultz,S.E(2006)PsychologyandWorkToday.PearsonEducationInc.
NinthEdition,NewJersey,USA.

BooksforReference:

Anderson,N,Ones,D.S,Sinangil,H.KandViswesvarana,C(Editors)(2005)Handbook
OfIndustrialandOrganizationalPsychology.Vol1PersonnelPsychology.Sage
Publications,NewDelhi.

Anderson,N,Ones,D.S,Sinangil,H.KandViswesvarana,C(Editors)(2005)Handbook
OfIndustrialandOrganizationalPsychology.Vol2OrganizationalPsychology,Sage
Publications,NewDelhi.

Ashkanasy,N.M;Wilderom,C.P.MandPeterson,M.FEditors(2000)Handbookof
OrganizationalCultureandClimate.SagePublications,NewDelhi.

Butler,MandRose,E(2011)IntroductiontoOrganisationalBehaviour.JaicoPublishing
House,Mumbai.

Clegg,S.,Korberger,MandPitsis,T(2012)ManagingandOrganizations:An
IntroductiontoTheoryandPractice.SagePublications,NewDelhi.

Cooper,C.L(2011)OrganizationalHealthandWellbeing.Vol1,2,3.SagePublications,
NewDelhi

Greenberg,JandBaron,R.A(2009)BehaviorinOrganizations.NinthEditions.
PrenticeHallIndiaLearningPrivateLimited,NewDelhi.

Janasz,S.C.de.,Dowd,K.OandSchneider,B.Z(2012)InterpersonalSkillsin
Organizations.3rdedition.TataMcGrawHilledition.NewDelhi

Kreitner,R,Kinicki,AandBuelens,M(1999)OrganizationalBehaviour.McGrawHill
PublishingCo.England

McShane,S.L,Glinow,MAVandSharma,R.R(2011)OrganizationalBehavior.5th
Edition,TataMcGrawHillEducationPrivateLimited,NewDelhi.

Lamberton,L.HandMinor,L(2012)HumanRelations:StrategiesforSuccess.4th
Edition.TataMcGrawHillEducationPvtLtd,NewDelhi.

Landy,F.JandConte,J.M(2004)Workinthe21stCentury:AnIntroductionto
IndustrialandOrganizationalPsychology,McGrawHill.NewYork.USA

Lewis,Sarah(2011)PositivePsychologyatWork.WileyBlackwell,UnitedKingdom

Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational
Edition,NewYork.

Mamoria,C.BandRao,V.S.P(2012)PersonnelManagement.ThirtiethEdition.
HimalayaPublishingHouse,NewDelhi.

Nelson,D.LandCooper,C.L(2007)PositiveOrganizationalBehavior.SagePublications
NewDelhi.

Pauchant,T.C(2002)EthicsandSpiritualityatWork.QuorumBooksLondon

Robbins,S.P.,Judge,T.A.,andSanghi,S(2009)OrganizationalBehavior,13th
Edition,PearsonPrenticeHall,NewDelhi,India.

Schermerhorn,J.RJr.,Hunt,J.G,Osborn,R.N(2001)Organizationalbehavior,Seventh
Edition,JohnWileyandSons,IncNewYork.

Shani,A.B.,Chandler,D,.Coget,H.FandLaw,J.B(2009)BehaviorinOrganizations.
AnExperientialApproach.NinthEdition.McGrawHillIrwin,NewYork,USA.

Sinha,J.B.P(2008)CultureandOrganizationalBehavior.SagePublications,NewDelhi,
India.

Evaluation:

InternalEvaluation:40marks

Essay:20marks
TwoWrittentest:10markseach

SemesterendExamination:60marks

Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour
shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined
forthesequestions.


PSYCHOLOGY
SEMESTERIII:CourseIV
Electivecourse:6credits

Note: Elective for Semester III: Course 4 is a Practicum paper: It has four
Options. They are as follows:
E1: Practicum in Clinical Psychology
E2: Practicum in Counseling Psychology
E3: Practicum in Industrial Psychology
E4: Practicum in Social Psychology

Only 25% students can be admitted from the MA student strength since limited number of
students can beaccommodated on the field work.

PracticuminClinicalPsychology:ClinicalandNeuropsychologicalDiagnosticsand
Management

Objectives:
1. Tofamiliarizestudentswithhandsonworkinthefieldofclinicalpsychology
2. Todevelopinstudentstheknowledgeandskillsrequiredtoworkwithpersonssufferingfrom
psychiatricdisorders,severepsychologicaldistress,neuropsychologicaldisabilityandother
relatedconditions.
3. Toacquaintstudentswithknowledgeandskillsrequiredforhistoryandmentalstatus
examination,differentialdiagnosisandtherapyplanning.

Thestudentwillbeplacedinvariousfieldworksettingsthroughthesemester.

Unit1:Interviewinclinicalsettings
a. Behavioralobservation
b. Historytaking

c. Mentalstatusexamination
d. Collectinginformationfromvariousinformationsources

Unit2:Testadministrationinclinicalsettings
a. Abilityassessment:ClinicalProfilingbasedonWechslerTests
b. Personalityassessment:MMPI,MCMI,RorschachTAT
c. Neuropsychologicalassessment:BGTandBGTII,NIMHANSbattery,Unitarymeasuresof
neuropsychologicaldysfunctions.
d. Scaleandquestionnaireadministration,choiceoftoolsHARS,HDRS,SCL90,BDI,CARS

Unit3:Integrationoffindings
a.
b.
c.
d.

Testprofilegenerationandintegration
Integrationwithobservationandinterviewfindings
Differentialdiagnosis:Combiningtests,MSE,andInterviewfindings.
Communicationofdiagnosistopatientsandfamilymembers

Unit4:Helpingbehavior
a.
b.
c.
d.

Explanationofconditionandpsychoeducation
Planningintervention,processandtermination
Reportgeneration,prognosis,suggestedmanagementplan
DocumentationofAssessmentandManagement:ProcessandFinding

Evaluation:
Internalevaluation:40marks
Underthesupervisionofcourseteacher,reportstobesubmittedoncasesseenduringthe
semester:20marks

Planningandrecordingofinterventionplanforatleast3casestudies:10marks

Classroompresentationofatleastonecaseinacasepresentationformatalongwithtestprofiles
andtherapyplan:10marks

SemesterendPracticalexamination:60marks.

Vivavoceexamination:40marks
TestInstructionandConductionbasedonsimulatedcasevignette:5marks
Reportbasedonsimulatedcasesprovidedatthetimeofexamination:15marks

Booksforstudy

Hersen,M.(2004)ComprehensiveHandbookofPsychologicalAssessmentVolIIntellectualand
neuropsychologicalassessment;VolumeIIPersonalityassessment;VolIIIBehavioralassessment.NY:
Wiley.

FlanaganJ.S.andFlanagan,R.S.(2012)Clinicalinterviewing.4thedition.NewJersey:JohnWileyand
Co.

Fontes,LisaAronson(2008)Interviewingclientsacrosscultures.Apractitionersguide.NY:The
GuilfordPress.

Lezak,M,Howieson,D.B.,Bigler,EandTrandl,D.(eds)(2012)Neuropsychologicalassessment.5th
edition.London:OUP.

Schoenberg,M.R.andScott,J.G.(eds)(2011)TheLittleBlackbookofneuropsychology.NY:
Springer.

Booksforreference
Feinberg,T.E.andFarah,M.J.(2003)Behavioralneurologyandneuropsychology.2ndedition.NY:
McGrawHill.

PSYCHOLOGY
SemesterIIICourseIV
ElectiveCourse:6Credits

Note:ElectiveforSemesterIII:Course4isaPracticumpaper:Ithasfour
Options.Theyareasfollows:
E1:PracticuminClinicalPsychology
E2:PracticuminCounselingPsychology
E3:PracticuminIndustrialPsychology

E4:PracticuminSocialPsychology

Only25%studentscanbeadmittedfromtheMAstudentstrengthsincelimitednumber
ofstudentscanbeaccommodatedonthefieldwork.

CounselingPsychologyPracticum:
AssessmentandManagementofCounselingClients

Objectives:
1. Tounderstandtheroleofinterview,observationandcasehistoryinassessment
2. Tolearntheassessmentofdevelopment,cognitiveabilities,aptitude,personality
andinterest
3. Totrainstudentsinskillsforcounselingexceptionalpopulation
4. Todevelopskillsofcounseling

UnitI:BehaviouralTechniquesofAssessmentandSkillDevelopmentExercise
A. Interview,ObservationtechniquesandCaseHistory
B. CaseAppropriateTestSelection;School/FunctionalBehaviouralAssessment
C. RolePlay;TranscriptionandAnalysis,Casestudies/bookreviews/moviescreenings/
videoanalysis
D. CasePresentationsandGroupdiscussions,FieldWork,FieldVisitsandOnline
Communication

UnitII:PsychologicalAssessmentinCounseling
A. AssessmentofDevelopment:VinelandSocialMaturityScale,Dyslexiascreening
Tests,ScreeningforAutism
B. AssessmentofCognitiveAbilities&Aptitude:KamatBinettestofIntelligence,
WechslerScalesofIntelligence(Adult/Children),SeguineFormBoard,Childand
Adolescentcognitiveassessment,DifferentialAptitudeTest
C. PersonalityandInterestsAssessment:CPQ/HSPQ/16PF,MBTI,NEOPI3,NEOFFI,
HollandsSelfDirectedSearch
D. ProjectiveTest:CAT/TAT,RosenzweigPictureFrustrationStudy(Children/Adult)

UnitIIIDiverseAreasofCounsellingandCareerGuidance
A. CounsellingExceptionalPeople:PersonswithLearningDisability,Slowlearners,
PersonswithDisability,Talented,ADHD&AutismandIntellectualFunctions
(MentalRetardationandBorderlinePersonality)
B. CounselingAdolescents&Adults:InterpersonalrelationshipsandSexualityissues,
Alcoholics
C. CareerCounselingStrategiesacrossage:CareercounselingacrossAge:Middle,
JuniorandHighschool
D. Atcrossroad:Careerindecisiveness,CreatingCareeridentity

Unit4:Helpingbehavior
A. Explanationofconditionandpsychoeducation
B. Intervention:Planning,processandtermination

C. Reportgeneration,followup
D. DocumentationofAssessmentandManagement:ProcessandFinding

Internalevaluation:40marks
Underthesupervisionofcourseteacher,reportstobesubmittedoncasesseen
duringthesemester:20marks
Planningandrecordingofinterventionplanforatleast3casestudies:10marks
Classroompresentationofatleastonecaseinacasepresentationformatalongwithtest
profilesandtherapyplan:10marks

SemesterendPracticalexamination:60marks.
Vivavoceexamination:40marks
TestInstructionandConductionbasedonsimulatedcasevignette:5marks
Reportbasedonsimulatedcasesprovidedatthetimeofexamination:15marks

References
Australia,E(2005)Understandingautism.ElsevierAustralia
Niles,S.&HarrisBowlsbey,J.(2009).Careerdevelopmentinterventionsinthe21stcentury
(3rded.).UpperSaddleRiver,NJ:PearsonEducation.
Bor,R.,JoBbnerLandy,Gilli,S.,Brace,C.(2002)CounsellinginSchools.SagePublicationsLtd
Geldard,KandGeldard,D(2004)CounsellingAdolescents.SagePublications,NewDelhi.
Wong,B.,Butler,D.L(2012)(4thedition)Learningaboutdisabilities.Academicpress
MichellePLarimerNovaPublishers,2005AttentionDeficitHyperactivityDisorder(Adhd)
ResearchDevelopments
Selikowitz,M(1998)DyslexiaandOtherLearningDifficulties:TheFactsOxfordUniversity
Press,
ORegan,J.F(2005)AttentionDeficitHyperactivityDisorderContinuumInternational
PublishingGroup
PSYCHOLOGY
SemesterIII:CourseIV
ElectiveCourse:6credits
Note: Elective for Semester III: Course 4 is a Practicum paper: It has four
Options. They are as follows:
E1: Practicum in Clinical Psychology
E2: Practicum in Counseling Psychology
E3: Practicum in Industrial Psychology
E4: Practicum in Social Psychology

Only 25% students can be admitted from the MA student strength since limited number of
students can be accommodated on the field work.


PracticuminIndustrialPsychology

Objective:
1. ToacquaintstudentswiththeapplicationsofPsychometrictoolsandinventoriesin
organizations
2. Toacquaintthestudentswiththetoolsofbehaviouralandorganizationalinterventions
3. Todeveloptheskillstoanalyzebehaviouralissuesinorganizations
4. Togainfirsthandexperiencethroughorganizedvisittoorganizations
Unit1:StructuredExperience:(AnyTwoInconsultationwiththeSupervisor)
Studentsshouldplan,designandconducttheStructuredexercisesinanyofthefollowingareas
underSupervisorsupervision:SelfAwareness,TeamBuilding,InterpersonalSkills,LeadershipSkills,
Perception,DecisionmakingandProblemsolving,Creativity,PowerandPolitics,Communication
Skills,Conflict,StressManagement,MotivationandGoalSetting,oranyrecentdevelopments.
Unit2:HRDInstruments:(AnyFive:Administered,Scored,InterpretedandDiscussed)
RoleEfficacy,RoleStress,CopingStyles,HRDClimate,TOBI,SPRIO,MAOB,EmotionalIntelligence,
Enneagram,ConflictManagementStyles,OCTAPACE,Leadership,Trust,LifeandGoalPlanningor
anyrecentdevelopments.
Unit3:CaseStudyAnalysis(AnyTwo):
Motivation,Selection,Training,PerformanceAppraisal,GroupDynamics,TeamBuilding,Best
PracticesofOrganization,OrganizationCulture,OrganizationalBehaviour,ForceFieldAnalysis,
ChangeManagement,oranyrecentdevelopments
Unit4:FieldWork/Visit:(AnytwoFieldvisit)
Studentswillgetfirsthandexperienceoftheorganization.Cantakeupanyprojectgivenbythe
organizationandwriteareport.Astudentcanundertakespecificoroverallactivityofthe
organizationsinconsultationwiththesupervisor.Thestudentcanchooseanytwoorganizationsand
writeareport:EducationSector,GovernmentSector,HealthSector,BankingSector,Service
Industry,NGO,oranyrecentdevelopments
Assessment:
InternalAssessment:40Marks

ReportSubmissionforStructuredexperience:10Marks
AssessmentReportforHRDInstruments:10Marks
VivaforCaseStudyAnalysis:10Marks
FileSubmissionforUnit4:10Marks

SemesterEndExamination:60Marks

Viva:40Marks
Exam:20Marks:PaperPattern:3questionstobesetof10markseachoutofwhich2areto
beattempted.

BooksforReference

Pareek,UandPurhoit,S(2010)TrainingInstrumentsinHRDandOD,ThirdEdition,TataMcGrawHill,
NewDelhi.
Pfeiffer,J.WandJones,J.E(1973tilldate)AHandbookofstructuredExperiencesforHuman
RelationsTraining,UniversityAssociatesInc,SanDiego,California.
Sayeed,O.BandPareek,U(2000)ActualizingManagerialRoles:StudiesinRoleEfficacy.Tata
McGrawHillPublishingCompanyLimited.NewDellhi
PSYCHOLOGY
SemesterIIICourseIV
PracticumCourse:sixcredits
ElectiveCourse

Note: Elective for Semester III: Course 4 is a Practicum paper: It has four
Options. They are as follows:
E1: Practicum in Clinical Psychology
E2: Practicum in Counseling Psychology
E3: Practicum in Industrial Psychology
E4: Practicum in Social Psychology

Only 25% students can be admitted from the MA student strength since limited number of
students can be accommodated on the field work.

SocialPsychologyPracticum:AssessmentandInterventionsinAppliedSocialPsychology

Unit1:StructuredExperience(anytwo).Inconsultationwiththesupervisorshouldplan,designand
conductstructuredexercisesinanyofthefollowingareas:selfawareness,teambuilding,
interpersonalskills,leadershipskills,decisionmaking,problemsolving,creativity,communication,
conflictmanagement,stressmanagement.
Unit2:Toconductasurveyonsocialpsychologicalphenomenonandreporting.
Unit3:Persuasivecampaignforattitudechangerelatedtosocialissues.
Unit4:Fieldwork/FieldVisitonanytwoofthefollowingareas.Theareascanbesuitablly
changed/addeddforthecurserequirement.
1.
2.
3.
4.
5.

Orphan/Destitute
Problemrelatedtowomen
Drugaddiction,Alcoholism
Disabilities
Oldaged

InternalEvaluation:40marks

StructuredExersie:10marks

ReportonsurveyconductedonSocialpsychologicalphenomenon:10marks
Fieldworkandfile:10mark
PresentationandReportonPersuasivecampaign:10marks

SemesterEndExamination:60marks

Viva:40marks

Attemptthreequestionsoutoffive:20marks

Reference:
Pfeiffer,J.WandJones,J.E(1973tilldate)AHandbookofstructuredExperiencesforHuman
RelationsTraining,UniversityAssociatesInc,SanDiego,California.
PSYCHOLOGY
SEMESTERIV:CourseII
Corecourse:6credits

PositivePsychology

Objectives:1.Tointroduceconceptsofpositivepsychology
2.ToacquaintstudentswithPositivecognitive,emotionalstatesandprocessesand
alsoprosocialbehaviorandwellbeing

Unit1.IntroductiontoPositivePsychology
a.
b.
c.
d.

PositivePsychology:Assumptions,GoalsandDefinitions
WesternandEasternViewofPositivePsychology
ClassificationsandMeasuresofHumanStrengthsandPositiveoutcomes
DevelopingStrengthsandLivingwell

Unit2.Positiveemotionalstatesandprocesses
a.
b.
c.
d.

Pleasure,positiveaffect
Happinessandwellbeing
Emotionfocusedcoping,emotionalintelligence
Livingwellacrosslifestages,culturalcontext

Unit3.Positivecognitivestatesandprocesses
a.
b.
c.
d.

Selfefficacyandselfacceptance
Wisdom,optimismandhope
MindfulnessandFlow
Optimalexperience,developingstrength

Unit4.Prosocialbehaviorandwellbeing
a.
b.
c.
d.

Empathy,altruism,gratitude
Forgiveness,Attachment,Love
Positiveexperiencesinschoollife
Researchandfutureinpositivepsychology,applicationsincommunitylife.

Evaluation
InternalEvaluation:40marks

Essay:20marks
TwoWrittenTest:10marks

SemesterendExamination:60marks
PaperPattern:7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

Booksforstudy
Carr,A.(2004).PositivePsychologyascienceofhappinessandhumanstrengths.NY:BRPublishers

Snyder,C.R.andLopez,S.J.(2007)PositivePsychologyIndia:Sage.

References

Seligman,M.E.P(1991).LearnedOptimism.NY:Knopf.

Seligman,M.E.P&Csikszentmihalyi,(2000).PositivePsychology:AnIntroduction.American
Psychologists.55,514.

Seligman,Steen,Park,&Peterson,(2005).PositivePsychologyProgress:EmpiricalValidationof
Interventions

PSYCHOLOGY

SemesterIVCourseIII
ElectiveCourse:SixCredits
AdvancedAppliedPsychometrics
Objectives
1. ToAcquaintstudentswithadvancedtopicsinpsychometrics
2. Totraintheminusingtheadvancedpsychometricmodelswithpsychometricdata.
3. Trainstudentsinwritingreportofthepsychometrictechniques


Psychometrics:Concepts,ClassicalTestTheoryandPractice

Psychometrics,Scaling,statisticalconcepts,

Reliability:Conceptualbasisandempiricalestimation
Validity:Conceptualbasisandempiricalestimation,factoranalysisandtest
dimensionality
Classicaltesttheory:assumptions,ramificationandpractice
Threatstopsychometricquality:Testbias,responsebias.SpecialproblemsinCCT
ModerntestTheoryandPractice
ItemResponseTheory(IRT):basicconcepts,modelsandestimations;ItemandItem
information;

ModelsforNominalandgradedresponses

NonparametricandBayesianapproach

OtherIRTmodelsandapplicationstononstandardtestingconditions
GeneralizabilityTheory

Concepts,Generalizabilityandvariancecomponent

GstudiesandDstudies
ConductingandInterpretingGeneralizability:OneFacetdesign,twofacetdesign,
otherdesigns.
Applications
PsychometricAssessmentinOccupationalSettings.
PsychometricClinicalAssessment
PsychometricsinEducationalSettings
Developingpublicationqualityinstrumentandmanual

Presentations/internalon
Multidimensionalscaling
Profileanalysis
Descriminantanalysis
Softwareapplications:Rinparticular
Dominance(preference)scaling
Categoricalmodeling,
Binaryclassifications
NongeometricandnonEuclidianmodel
ConfirmatoryFactoranalysis

Books:
Borsboom,D.(2005).Measuringthemind:Conceptualissuesincontemporary
psychometrics.Cambridge,UK:CambridgeUniversityPress.

C.R.Rao(Editor),SandipSinharay(Editor).HandbookofStatistics,Volume26:
Psychometrics.
JohnRustandSusanGolombok(2009)ModernPsychometrics:TheScienceof
PsychologicalAssessment,ThirdEdition.
JumNunnallyandIraBernstein.(1994).PsychometricTheory.
Lord,F.M.,&Novick,M.R.(1968).Statisticaltheoriesofmentaltestscores.Reading
,MA:AddisonWesley.
PB,JohnRust,SusanGolombok.(2008).ModernPsychometrics(3rdRevised
edition).Taylor&FrancisLtd:UK
R.MichaelFurrandVerneR.Bacharach(2013).Psychometrics:AnIntroduction

InternalExamination
Carryoutfivepsychometricanalysisonsimulateddatasetsandrepot:20marks
Classroomtest:Onetest10marks.
Classroompresentations:10marks.

SemesterEndExamination
Fourquestionsoutofseven15marseach.

PSYCHOLOGY
SEMESTERIV:CourseI
Corecourse:6credits
MULTICULTURALISM:THEORY&PRACTICE
OBJECTIVES:
1.Tounderstandissuesofidentity,stereotypinganddiscriminationinamulticulturalsociety
2.Toexploreissuesofdiversityandconflictinorganizations
3.TohighlighttheoryandnewadvanceinMulticulturalAssessment
4.Todelineatespecificmulticulturalcompetenciesandinterventions
UNIT1:MULTICULTURALISM&SOCIETY
A. Cultural Identity Development: Caste, Language, Regional, Social Class, Biological Sex,
General Role Identity, Marital Status, Physical Disability, Age, Value and Religion, Gender
relationsandSocialIssues

B. Poverty,environment,migration,economicfactors,sociopoliticalfactorsandtechnological
changes affecting various cultural groups, Cultural Transition, Acculturation and Alienation
Issues
C. PrejudiceandDiscrimination:PluralityofDiverseCulturalGroups
D. RightsbasedApproach:OrientationtoEqualOpportunity
UNIT2:MULTICULTURALASSESSMENT
A. AssessmentofPrejudiceanditsStressfulEffects
B. AssessmentofMulticulturalCompetence(withinselfandclient)
C. AssessmentofMulticulturalPersonalityandCulturalIdentityDevelopment
D. WritingPsychologicalandEducationalreportsforCulturallyandlinguisticallyDiverseClients
UNIT3:MULTICULTURALISM&WORKPLACE
A. MulticulturalCareerCounsellinginEducation
B. MulticulturalCareerCounsellingAtWork
C. ManagingDiversityinOrganizations
D. ManagingConflictinOrganizations
UNIT4:MULTICULTURALCOUNSELLING
A.
B.
C.
D.

CounsellorsAwarenessofownCulturalvalues,KnowledgeandSkills
CounsellorsAwarenessofClientsWorldview
CulturallyappropriateInterventionStrategies
BarriersinMulticulturalCounselling

Evaluation
InternalEvaluation:40marks
Essay:20marks
WrittenTest:20marks
SemesterendExamination:60marks
PaperPattern:7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.
BOOKS:
1. American Psychological Association. (1993). Guidelines for providers of psychological
servicestoethnic, linguistic,andculturally diversepopulations. AmericanPsychologist,
48,4548.
2. Cordeiro, P.A., Reagan, T.G. & Martinez, L.P. (1994). Multiculturalism and TQE.
California:SAGE
3. Corey,GeldardTheoryandPracticeofgroupCounseling,CA:ThomsonBrooks/Cole
4. NelsonJones R (2005). Basic Counselling Skills: A Helpers Manual, Stage Publications,
NewDelhi.
5. Gamst, G.C., Liang, C.T.H., DerKarabetian, A. (2011). Handbook of Multicultural
Measures,LaVerne:SAGE

6. Garrett McAulifee & Associates (2008) Culturally Alert Counselling A Comprehensive


Introduction,SagePublications.
7. Martines, D. (2008). Multicultural School Psychology Competencies: A Practical Guide.
NewDelhi:SAGE
8. Marsella, A. J., & Pedersen, P. (Eds.). (1981). Crosscultural counseling and
psychotherapy.NewYork:Pergamon.
9. Palmer,S.(2002).MulticulturalCounselling.London:SAGE
10. Palmer,S.&Laungani,P.D.(1999).CounsellinginaMulticulturalSociety.London:SAGE
11. Paniagua,F.A.(1998).Assessingandtreatingculturallydiverseclients:Apracticalguide
(2nded.).ThousandOaks,CA:Sage.
12. Pederson, P. B. (Ed.). (1985). Handbook of crosscultural counseling and therapy.
Westport,CT:GreenwoodPress.
13. Pedersen,P.(2000).Ahandbookfordevelopingmulticulturalawareness.Alexandria,VA:
AmericanCounselingAssociation.
14. PopeDavis, D. B., & Coleman, H. L. K. (1997). Multicultural counseling competence:
Assessment,educationandtraining,andsupervision.ThousandOaks,CA:Sage.
15. Rastogi,M.&Thomas,V.(2009).MulticulturalCoupleTherapy.Purdue:SAGE
16. Sue, Sue D.W. (2006) Multicultural Competencies: Individual and Organizational
Development,SagePublication,NewDelhi.

PSYCHOLOGY

SemesterIVCourseIII
ElectiveCourse:SixCredits

Advancedskillsandprocessesofcounselingandpsychotherapy(6)

Objectives:
1. Trainingstudentsinunderstandingandusingthebasicandadvancedskillsforcounseling
andpsychotherapy
2. Trainingstudentsinunderstandingandusingtherapeuticprocessandrelatedaspectsfor
counselingandpsychotherapy
3. Makestudentspracticetheseskillsandtechniques
Methods:
Thiscoursewillbetaughtbyusingmethodsliketeaching,roleplay,simulatedcases,group
discussion,selfwork,videotapedsessionsofroleplay.Classroomactivities,homework
activitiesandassignmentsareexpectedtobeused.Inaddition,individualpsychological
supportforselfworktolearnermaybeprovidedifneeded.
UnitI:SkillsforCounselingandPsychotherapy
a. BasicSkills:Empathy,Genuineness,unconditionalpositiveregard,congruence,
Listening,paraphrasing,reflecting,summarizing
b. AdvancedSkills:interpretation,insight,transferenceinterpretation,exploring
projections,identifyingfailureoftherapy,identifyingworkingwithburnout,self
supervision,confrontation
c. Characteristicsofeffectivecounselor/therapists
d. Issuesfacedbeyoungtherapist:Dealingwithanxiety,beingoneself,selfdisclosure,
avoidingperfectionism,honestywithlimitations,understandingsilence,demands
fromclients;UnderstandingonceownselfandPsychotherapywithself

UnitII:Therapeuticassessment,Contractingandinitiatingtherapy
a. Therapeuticassessment,Historytaking,andFormulation,settinggoals.
b. Contractinganditsimplications:Contractingfortherapyandsocialization,
communicatingethicalandprofessionalrightsresponsibilities,violationsofcontract
c. Skillsforopeningandclosingsessions
d. Initialsession,crisisandsupport.

UnitIII:ProcessofCounselingandPsychotherapy
a. Initialphase:Psycheducation,Supportivepsychotherapy.Selectingtechniques

b. Icebreaking,exploration,Lossframework.
c. DealingwithResistance:Techniquesandapplications
d. Transferenceandcountertransference
UnitIV:TerminationandFollowupandDocumentation
a. Termination:Evaluatingandsharingprogress,Issuesinterminationandresolution
b. Followup:Systemsandtechniques,sustainedchanges
c. Documentation:Therapistsdocumentation,Communicationwithother
professionalsandreferrals
d. Legalimplications:LegalitieswiththerapyandLegalcommunication,
documentation.
InternalEvaluation:
1. TwoRoleplay(videorecorded)evaluationofbasicandadvancedskillsforsimulatedcase10
15mineach.10marks
2. TwoRoleplay(videorecorded)forcontractingandskillsforopeningandclosing:1015min
each.10marks
3. Classtest:Therapeuticassessmentandformulationoftwosimulatedcases:10marks
4. Tworoleplayassessments(Videorecorded)forTheraputicskillsandprocess.10marks
Books
A. Archer,J.,&McCarthy,C.J.(2008).TheoriesofCounselingandPsychotherapy:
Contemporary.Applications.UpperSaddleRiver,NewJersey:MerrillPrenticeHall
B. Faiver,C.,Eisengart,S.,Colonna,S.(2003),Thecounselorinternshandbook.Brooks/Cole
PublishingCompany,PacificGrove,California.
C. Martin,D.G.(2011).CounselingandTherapySkills.NY
D. Morrison,J.(2007)TheFirstInterview,ThirdEdition.
E. Moursund,J.,andKenny,M.C.(2002).TheProcessofCounselingandTherapy(4thedition).
UpperSaddleRiver,NewJersey:PrenticeHall.
Booksforreferences.
A. CoreyG.(2012).TheoryandPracticeofCounselingandPsychotherapy.
B. DanielKeeran.(2009).EffectiveCounselingSkills:thepracticalwordingoftherapeutic
statementsandprocesses.
C. EdwardS.Neukrug(2010).CounselingTheoryandPractice.
D. HutchinsonD.R.(2011).TheCounselingSkillsPracticeManual
E. JohnSommersFlanaganandRitaSommersFlanagan(2012).CounselingandPsychotherapy
TheoriesinContextandPractice:Skills,Strategies,andTechniques.
F. WaynePerry.BasicCounselingTechniques::ABeginningTherapist'sToolKit(SecondEdition)
G. Wolberg,L.R.(2005).TheTechniqueofPsychotherapyPartIandII.NJ:JasonAronsonInc.
PSYCHOLOGY

Semester IV Course III

Elective course: 6 credits

Advanced Social Psychology


Unit 1. Social Cognition and Social Perception
A. Social Cognition and Social Perception
B. Social Categorization and the Perception of Social Groups
C. Automaticity in Social Cognition
Unit 2. Self Regulation and Social Relationships
A. The self regulation of emotion
B. Self regulation and interpersonal behaviour
C. Social relationships and self regulation
Unit 3. Interpersonal Attraction and Close relationships
A. Interpersonal Attraction: review of theory and research, unifying principles
B. Attraction and Rejection
C. Close Relationships
Unit 4. Conflict and Aggression in relationships
A. The attachment perspective of interpersonal and intergroup conflict
B. Intimate partner violence
C. Motivations for terrorism
Recommended Reading
1. Bodenhausen, G. V., & Morales, J. R. (2013). Social cognition and perception. In I.
Weiner (Ed.), Handbook of psychology (2nd ed., Vol. 5, pp. 225-246). Hoboken, NJ:
Wiley.
2. Bodenhausen, G. V., Kang, S. K. &Peery, D. (2012) The SAGE handbook of social
cognition. London: Sage.
3. Bodenhausen, G. V., & Gawronski, B. (2013). Attitude change. In D. Reisberg (Ed.), The
Oxford handbook of cognitive psychology (pp. 957-969). New York: Oxford University
Press.
4. Bargh in S.T. Fiske & C.Neil Macrae (Eds.). The SAGE handbook of social cognition.
London: Sage.
5. Eastwick, P. W. (in press). Cultural influences on attraction. In Jeffry A. Simpson &
Lorne Campbell (Eds.), Handbook of Close Relationships. New York, NY: Oxford
University Press.
6. Finkel, E.J. & Eastwick, P. E. (in press). Interpersonal Attraction: In Search of a
Theoretical Rosetta Stone. In J. A. Simpson & J. F. Dovidio (Eds.) Handbook of
personality and social psychology: Interpersonal relations and group processes.
Washington. American Psychological Association

7. Finkel, E. J. & Eckhardt, C. I. (in press) Intimate partner violence. In J.A. Simpson & L.
Campbell (Eds.). The Oxford handbook of close relationships. New York: Oxford
University Press.
8. Fiske, S.T. & Macrae, C. N. (Eds.) (2012). The SAGE handbook of social cognition.
London: Sage.
9. Gawronski, B., & Strack, F. (2012). Cognitive consistency as a basic principle of social
information processing. In B. Gawronski & F. Strack (Eds.), Cognitive consistency: A
fundamental principle in social cognition (pp. 1-16). New York, NY: Guilford Press.
10. Gawronski, B. & Houwer, J.D. (2013). Implicit measures H. T. Reis, & C. M. Judd
(Eds.), Handbook of research methods in social and personality psychology (2nd edition).
New York: Cambridge University Press.
11. Nier, J. (2012) Taking Sides: Clashing Views in Social Psychology McGrawHill/Dushkin, 4/e
12. Payne, B. K., & Gawronski, B. (2010). A history of implicit social cognition: Where is it
coming from? Where is it now? Where is it going? In B. Gawronski, & B. K. Payne
(Eds.), Handbook of implicit social cognition: Measurement, theory, and
applications. New York, NY: Guilford Press.
13. Petty R.E. & Brinol, P. (2010) In Gawronski, B. & Payne, B. K. (Eds.) Handbook of
implicit social cognition: Measurement, theory, and applications. New York, NY:
Guilford Press.
Books for Reading:
1. Aronson, E., Wilson, T. D. & Akert, R. M. (2012). Social Psychology 8/e. New York:
Pearson
2. Baumeister. R. F. & Finkel, E. J. (Eds.) (2010).Advanced Social Psychology: State of
the Science. New York:Oxford University Press.
3. Fiske, S.T. & Macrae, C. N. (Eds.) (2012). The SAGE handbook of social cognition.
London: Sage.
4. Forgas, J. P., Kruglanski, A. W. & Williams, K. D. (Eds.) (2011) The Psychology of
Social Conflict and Aggression London: Psychology Press of Taylor and Francis.
5. Simpson, J. A. & Campbell, L. (Eds) (2013) Oxford Handbook of Close Relationships
(Oxford Library of Psychology) New York: Oxford University Press
6. Vohs, K. D. & Baumeister, R. F. (2011) Handbook of Self Regulation: Research,
Theory and Applications (2nd ed.) New York: The Guilford Press.
Books for Reference:
1. Sansone, C. & Morf, C.C. & Panter, A. T. (2004). The Sage Handbook of methods in
social Psychology Sage Publications Inc.
2. Devine, P.J. &Plant, A. (2012) Eds. Advances in Experimental Social Psychology
Volume 45, 2012 Academic Press
3. Deaux, K. & Snyder, M. (2012) (Eds.) The Oxford Handbook of Personality and
Social Psychology New York: Oxford University Press

Topics for Essay: One of the topics is given for essay in internal assessment to each student
by course teacher. However, new and emerging areas can also be given for essays in addition
to these topics.
(i)
Use of qualitative data in social psychology
(ii)
Implicit Measures in Social Psychology
(iii)
Colour-in-context theory
(iv)
Attribution and adjustment to serious illness
(v)
The social self
(vi)
Interpersonal cognition and relationships
(vii) Research on close relationships
(viii) Causal attribution across cultures
(ix)
Current research on attitude change
(x)
Attitude Structure and Change: Implications for Implicit Measures
(xi)
Neural basis of attitudes
(xii) Social Neuroscience
(xiii) Cognitive Dissonance and the self
(xiv) A social psychological perspective on mental health
(xv) Internet and social behavior
(xvi) Media Violence
(xvii) Cyber bullying
(xviii) Violence on the internet
Evaluation:
Internal evaluation: 40 marks
Essay on one of the topic randomly assigned: 20 marks
Two test of descriptive types: 10 marks each
Semester end examination: 60 marks.
Written examination: Paper pattern: Seven questions for 15 marks each are set out of
whichfour should be attempted. One of them could be short note question. Any two topics
can becombined for these questions.

PSYCHOLOGY

SemesterIV:CourseIII
ElectiveCourse:6Credits
BehaviorTherapy
Objectives:
1. TolearnthebasicprinciplesofBT,behaviouralassessmentandformulations
2. TolearntheBTtechniques
3. ToacquireskillsofapplyingBTtospecificproblems.

Unit1.PrinciplesandAssumptionsofBehaviorTherapy

PrinciplesandAssumptions
BehaviouralAssessment
BehaviouralFormulationandStepsinBT
Planningandcontractingandinitiating,OvertandCovertbehaviours;
Unit2.Techniques,ProcessandApplications:I
AccelerationBehaviorTherapy
AversionandFlooding,ThoughtStopping
Modeling,Shaping,fading,chaining,StimulusGeneralizationandDiscrimination
CognitionandBehaviortherapy
Unit3.Techniques,ProcessesandApplications:II
RelaxationandSystematicDesensitization
AssertivenessTraining
ContingencyManagement,BehavioralParentTraining
TokenEconomy
Unit4.BehaviouralMedicine
MentalDisorders:AnxietyandDepression
SleepProblems,SexualDysfunctions
PainandHeadache
ReportandDocumentation

Books
AntonyM.M.andRoemer,L.(2011).BehaviorTherapy(Theoriesof
Psychotherapy).
ErwinE.(1978)BehaviorTherapy:Scientific,PhilosophicalandMoralFoundations.
CUP
Feldman,M.andChristensen,M.J.BehavioralMedicine:AGuideforClinical
Practice,ThirdEdition
GeoffreyL.Thorpe,SherylL.Olson(1997).BehaviorTherapy:Concepts,Procedures
andApplications.
Graziano,AM(2009).BehaviorTherapywithChildren.
JohnC.Masters,J.C.etal(1990).BehaviorTherapy:TechniquesandEmpirical
Findings.NewYork,AcademicPress
Koerner,K.andLinehan,MM(2011).DoingDialecticalBehaviorTherapy:APractical
Guide(GuidestoIndividualizedEvidenceBasedTreatment).
Spiegler,M.D.andGuevremont,D.C.(2009).ContemporaryBehaviorTherapy.
Wolpe,J.(1978).ThePracticeofBehaviorTherapy.


Internal:40marks
DoingBTformulationforatwosimulatedCase:10marks
DetailedPlanningBTfortwosimulatedcases:10marks
OneClassroomtest:10marks
BookandorArticlereview:10marks

Semesterendexamination:60marks.
Writtenexamination:Paperpattern:Sevenquestionsfor15markseacharesetout
ofwhichfourshouldbeattempted.Oneofthemcouldbeshortnotequestion.Any
twotopicscanbecombinedforthesequestions.
PSYCHOLOGY
SemesterIVCourseIII
ElectiveCourse:sixcredits

Career Counselling and World of Work


Objective:
1. To understand role of theory in career development and assessment in counselling set ups.

2.

To know how career development relates to human development over the lifespan.

3. To appraise students for skills of interventions in career guidance and counselling.

Unit 1: Introduction to Career Development Interventions


a) Definition of terms: career, career development, career development interventions,
career counselling, career education.
b) Career development programs: Important events in the history of career guidance
and counselling, Future trends in career guidanceand counselling.
c) Usage of internet in career development
d) The ethical standards of the NCDA

Unit 2: Understanding and Applying Theories


a) Supers life span: life span theory, life space theory, self-concepts, applying and
evaluating supers theory.
b) John Hollandss theory of types and person-environment interactions: the realistic
types, the investigative type, the artistic type, the social type, the enterprising type,

the conventional type, congruence, differentiation, consistency, vocational


identity, applying and evaluating Hollands theory.
c) Lent, Brown and Hacketts social cognitive career theory: applying and evaluating
SCCT.
d) The cognitive information processing approach: applying and evaluating CIP
approach.

Unit 3: Career Development Interventions


a) Elementary schools: overview of career development interventions in the school,
career development in the elementary schools, goals of career development
interventions, career development interventions in the elementary schools,
parental involvement.
b) Middle and high schools: career development goals and career development
interventions for middle/junior high schools; career development goals and
interventions in high school.
c) Higher education: the career needs of higher education students, the evolution of
career development interventions in higher education, career development
competencies in adulthood, self-knowledge, education and occupational
exploration, career planning.
d) Community service: setting for community based career counsellors for private
practice, cyber counselling, mental health centers, substance abuse centers,
rehabilitation settings.
Unit 4: Technology, Strategies and Techniques in Career Guidance and Counselling
a) Computer assisted career guidance systems: the internet as the deliverer of
computer-assisted systems, Types of Computer assisted systems, Career
Information and Planning systems
b) Strategies: Expanding the limited view of career counselling, career counsling in
the 21st century, designing career counselling strategies for the 21st century.

c) Framework for Career Counselling: The beginning or initial phase of career


counselling, the middle or working phase of career counselling, the Ending or
Termination phase of career counselling.
d) Career Counselling Groups, Professional designations and related service
provider.
Evaluation
InternalEvaluation:40marks

Essay:20marks
WrittenTest:20marks

SemesterendExamination:60marks
PaperPattern:7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

BooksforStudy

Capuzzi, D. andStaufer, M.D. (2006). Career counseling: Foundations, perspectives, and


applications. Boston, MA:Pearson Educational, Inc.
Herr, E.L., and Cramer, S.H. (2003).Carrer guidance and counselling through the life span:
Systematic approaches (6thed.) Boston: Allynand Bacon.
Fouad, N. (2007). Work and vocational psychology: Theory, research, and applications
.Annu. Rev. Psychology
Niles, S. and Harris-Bowlsbey, J. (2013). Career development interventions in the 21stcentury
(4thed.). Upper Saddle River, NJ: Pearson Education.
Niles, S. and Harris-Bowlsbey, J. (2009). Career development interventions in the 21stcentury
(3rded.). Upper Saddle River, NJ: Pearson Education.
O'Neil, J. M., Fishman, D. M., and Kinsella-Shaw, M. (1987). Dual-career couples' career
transitions andnormative dilemmas: A preliminary assessment model. The Counseling
Psychologist, 15, 50-96.58, 5.1 5.22.
FurtherReferences

Brown, D. (2003). Career information, career counseling, and career development (8th
ed.).Boston: Allynand Bacon.
Corey, G. (2010). Creating your professional path. Alexandria, VA: American
CounselingAssociation.

Dugan, M. H. andJurgens, J.C. (2007). Career interventions and techniques: A complete


guide for human serviceprofessionals. Boston, MA.: Pearson Education, Inc..
Figler, H., andBolles, R. (1999).The career counselors handbook. Berkley, CA: Ten
SpeedPress
Gysbers, N., Heppner, M., and Johnston, J. (2009). Career counseling: Contexts, processes,
andtechniques (3rd ed.). Alexandria, VA: American Counseling Association
Harr, G.L. (1995). Career guide: Road maps to meaning in the world of work. Pacific
Grove,CA: Brooks/Cole.
Kapes, J., Mastie, M., and Whitfield, E. (2002). A counselors guide to career assessment
instruments (4th ed.). Alexandria, VA: NCDA
Peterson, N. and Gonzlez, R. (2005). The role of work in peoples lives: Applied career
counseling and vocational psychology (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Remley, T. andHerlihy, B. (2001).Ethical, legal and professional issues in counseling.
Boston: Allynand Bacon
PSYCHOLOGY
SEMESTERIV:CourseIII
ElectiveCourse:6credits

Childassessment

Objectives:
3. Familiarizingstudentswithvariousassessmentapproachesandtoolstoassesschildren.
4. Trainingstudentstoselect,administer,scoreandinterpretvarioustypesofgeneral
psychologytoolsusedinassessmentofchildren.

Unit1:Assessmentofcognitioninchildren
a. Availableteststoassessintellectualabilityofthechild,theirsimilaritiesand
differences,ageandstandardscorebasedtests
b. Wechslerscales:Historyanddevelopment
c. Scoreinterpretation
d. Scatteranalysisontestsusedwithchildren

Unit2:Developmentalevaluation
a. AvailablebatteriesandtoolsVSMS,VABS,FormBoard

b. Judgmentbasedondevelopmentalexpectations
c. Assessmentinsensory,motor,expressiveandotherdomains
d. Effectsofdevelopmentaldelay

Unit3:Educationalassessment
a.
b.
c.
d.

Assessmentofthechildinmainstreamschooling
Assessmentofabilities,strengthsandweaknesses
AssessmentofLearningdisabilities;reading,writing,calculation
Assessmentofcreativity,emotionalstability,andotheradjunctiveareas.

Unit4:Personalityassessmentofchildren
a. ProjectiveproceduresandtestsCAT
b. ActivitybasedassessmentsProjectivedrawing
c. Playusedinpersonalityassessment
d. Documentation

Evaluation
InternalEvaluation:40marks
Twowrittentests:20markseach
Oneofthesemaycompriseofsimulatedtestscoreprofilesforscoringandinterpretation.
Semesterendexamination:60marks
Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.Oneof
thesecouldbeshortnotesquestionwhichcouldcombinemorethanoneunit.

Booksforstudy
Roberts,M.C.andSteele,R.G.(2009)HandbookofPediatricPsychology,4thed.NY:theGuilford
Press.

Jacobson,J.W.,Mulick,J.A.,Rojaln,J.(2009)HandbookofIntellectualandDevelopmental
disabilities.NY:Springer.

Booksforreference

HobartC.,FrankelJ.andWalker,M.(2004)Apracticalguidetochildobservationandassessment,4th
edition.UK:NelsonThornes.

Sattler,J.(2008)Assessmentofchildren:Cognitivefoundations.5thedition.CA:LaMesa.

PSYCHOLOGY
SEMESTERIV:CourseIII
Electivecourse:6credits

Forensicpsychology

Objectives:1.TofamiliarizestudentswiththeemergingimportanceofForensicpsychology.
2.TobuildawarenessregardingtheroleofthepsychologistinForensicevaluations.

Unit1:Basesofcriminalbehavior
a.
b.
c.
d.

Biologicalandpsychologicalbasisofcriminalbehavior
TheoreticalmodelsinForensicpsychology
Placeofpsychologyinforensicscience
Ethicalprinciplesandprofessionalcompetencies

Unit2:Forensicassessment

a.
b.
c.
d.

Empiricalprofilingofpsychopathy
DetectionofMalingeringandDeception
UseofBrainElectricalOscillationSignature(BEOS)
Psychologyandlaw:custodyissues,testimony,documentation

Unit3:Civilforensicprocedures
a.
b.
c.
d.

Eyewitnessmemory
Juryselection
Childcustody
Evaluationofchildtrauma

Unit4:CriminalForensicprocedures

a.
b.
c.
d.

Forensicevaluationofdelinquencyandcriminalresponsibility
Childsexualabuseevaluations
Violenceriskassessment
Competencetostandtrial

Evaluation
InternalEvaluation:40marks

Twowrittentests:20markseach.

Semesterendexamination:60marks
Paperpattern.5questionstobesetof10markseachoutofwhich3aretobeattempted.

Booksforstudy
Bull,R.(ed)2011)FourvolumesetForensicPsychology.LA:Sagepublications

Scott,Adrian(2010)Forensicpsychology.NY:PalgraveMacMillan.

Booksforreference

Donohue,W.T.andLevensky,T.R.(2004)HandbookofForensicPsychology.NY:Elsevier.


Goldstein,A.M.Volumeed.Weiner,I.B.Seriesed.(2003)HandbookofPsychology:Volume11
Forensicpsychology.NJ:J.WileyandSons.

Heilbrun,K,Marczyk,G.R.andDeMatteoD.(2002)ForensicMentalHealthAssessment:A
Casebook.UK:OUP.

McCaffrey,R.J.,Williams,A.D.,Fisher,J.M.,Laing,L.C.(1997)Thepracticeofforensic
neuropsychology.NY:Plenumpress

Weiner,I.B.andHess,A.K.Ed.(2006)HandbookofForensicPsychology.NJ:J.WileyandSons.
PSYCHOLOGY
SEMESTERIV:CourseIII
Electivecourse:6credits

Healthpsychology

Objectives:1.TounderlinetheroleofHealthpsychologyinthe21stcentury.
2.Tobuildawarenessaboutimportanceandapplicationsofhealthpsychologyand
thepursuitofwellbeing.

Unit1.Stressandhealth
a.
b.
c.
d.

Occupationalstress
Dailyhasslesandtheirimpact
Lifestyleissues,nutrition,substanceuse
Positivepsychologyapproaches,wellbeing

Unit2:CoreconceptsinHealthPsychology

a. Psychoneuroimmunology
b. Psychosocialsupport
c.Personalityfactorsinillnessandhealth
d.Healthandillnessperceptions

Unit3:Psychologyinhealthcaresettings

a.
b.
c.
d.

GAS,cognitiveappraisalanddiathesisstressmodel
Behaviorchangeandwellness
Primaryprevention
Traininghealthcareexpertsincommunicationskills

Unit4:Communityandsocialfactorsimpactinghealthandwellbeing
a.
b.
c.
d.

Communityhealth
Healthandsocialrelationships
Dispositionaloptimismandhealth
Lifestyles,socialchangeandimpactonhealth

Evaluation
InternalEvaluation:40marks

Onewrittentest:20marks.
Oneessay:20marks

Semesterendexamination:60marks
Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.

Booksforstudy

Aldwin,C.M.,Park,C.L.andSpiro,A.(2007)HandbookofHealthPsychologyandAging.NY:Guilford
Press.

Friedman,H.S(2011)OxfordHandbookofHealthPsychology.Oxford:OUP.

Snooks,M.(2009)healthpsychology.London:JonesandBartlett.
Weinman,J.,Johnston,M.andMolloy,G.(2007)HealthPsychology,VolIV,London:Sage.

Strauss,R.O.(2012)HealthPsychologyABiopsychosocialApproach,3rd.ed.
UK:WorthPublications.

Sutton,S.,Baum,A.andJohnston,M.(2004)TheSageHandbookofHealthPsychology.LA:Sage.
Booksforreference
Bornstein,M.H.,Davidson,L.Keyes,C.L.andKristin,A.M.(2003)WellbeingPositivedevelopment
acrossthelifecourse.NJ:LawrenceErlbaumAssoc.Inc.

Lehrer,P.,Woolfolk,R.L.andSime,W.(2007)PrinciplesandpracticeofStressManagement.NY:The
GuilfordPress.

PSYCHOLOGY
SemesterIVCourseIII
ElectiveCourse:6credits

HumanResourceManagement

Objective:

1. ToacquaintthestudentswiththeConceptofstrategicHumanresourceManagement
2. TolearntheVariousHumanResourceSystemsandProgrammeinanorganization
3. ToacquaintthestudentswithKnowledgeofCareerplanningandDevelopment,
OccupationalSafety,HealthandWellbeingandUnionManagementRelationship

1.StrategicHumanResourceManagement

a) StrategicManagementProcess:StepsinStrategicManagementandTypesof
Strategies
b) HRMsroleinCreatingCompetitiveAdvantage
c) StrategicHumanResourceChallenges
d) HRMsStrategicRoles:ExecutionandFormulationRole

2.CareerPlanning,DevelopmentandManagement

a.
b.
c.
d.

Career,CareerPlanning,CareerDevelopmentandCareerManagement
CareerAnchors
CareerStagesandCareerConcerns
CareerDevelopmentCycle

3.OccupationalSafety,HealthandWellbeing

a.PurposeandImportanceofOccupationalSafetyandHealth
b.HazardstoOccupationalSafetyandHealth
c.CausesofOccupationalAccidents,AccidentIncidentRates,AccidentCostand
AccidentPrevention
d.WorkplaceHealthHazards:ProblemsandRemedies;EmployeeAssistance
Programme(EAP);HealthPromotionandWellnessProgrammes

4.UnionManagementRelations

a.UnionManagementRelations
b.RoleofTradeUnion
c.CollectiveBargaining,SettlementofDisputes,JointConsultationandGrievance
HandlingProcedures
d.LabourLegislation

References:

Anderson,N,Ones,D.S.,Sinangil,H.KandViswesvaran,C(Editors)(2005)Handbook
OfIndustrialandOrganizationalPsychology,Vol1PersonnelPsychology.Sage
Publications,NewDelhi

Armstrong,M(2005)AHandbookofHumanResourceManagementPractice
9thedition.KoganPageIndia,NewDelhi

Aswathappa,K(2010)HumanResourceManagement.TextandCases.EightEditionTataMcGraw
HillEducationPrivateLimited,NewDelhi.

Blanchard,P.NandThacker,J.W(2007)EffectiveTraining:Systems,Strategies,andPractices,Second
Edition,PearsonEducation,Inc,ThirdImpression,NewDelhi.

Bohlander,GandSnell,S(2004)ManagingHumanResources.ThomsonAsia
PrivateLimited,India.

Bratton,JandGoldJ(2009)HumanResourceManagementTheoryandPractice4th
Edition,PalgraveMacmillan,NewYork.

Cascio,W.FandAguinis,H(2005)AppliedPsychologyinHumanResource
Management.SixthEdition.PrenticeHallInc,NewJersey,USA

Deb,T(2006)StrategicApproachToHumanResourceManagement:Concepts,

Tools,&Application,AtlanticPublishers,NewDelhi

Dessler,G(2011)AFrameworkforHumanResourceManagement.SixthEdition.
PearsonEducationInc.NewDelhi.

Dessler,GandVarkkey,B(2011)HumanResourceManagement.TwelfthEdition.
PearsonEducationInc.NewDelhi

GomezMejia,L.R,Balkin,D.BandCardy,R.L(2010)ManagingHuman
Resources,SixthEdition,PHILearning,NewDelhi

Greer,C.R(2009)StrategicHumanResourcemanagement.SecondEditionPearson
Education,NewDelhi

Goldstein,I.LandFord,J.K(2002)TraininginOrganization.FourthEdition.Thomson
Wadsworth,USA

Ivancevich,J.M(2004)HumanResourceManagement.NinthEdition.TataMcGrawHill
Edition.NewDelhi.

Kandula,S.R(2004)HumanResourceManagementinPractice.SecondPrinting.
PrenticeHallofIndia,NewDelhi

Landy,F.J.,andConte,J.M(2004)Workinthe21stCentury.InternationalEdition,
McGrawHill,NewYork,USA

Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational

Edition,NewYork,USA.

Mamoria,C.BandGankar,S.V(2001)PersonnelManagement.21stRevisedEdition.
HimalayaPublishingHouse,Mumbai

Pareek,UandRao,TV(2003)DesigningandManagingHumanResourceSystem.Third
Edition.Oxford&IBHPublishingCo.Pvt.Ltd,NewDelhi

Pattanayak,B(2009)HumanResourceManagement.ThirdEdition.PHILearning
PrivateLimited.NewDelhi

Rothwell,W(Editor)(2012)TheEncyclopediaofHumanResourceManagement.
Vol1,2,3.JohnWileyandSonsInc,SanFrancisco,California.

Sharma,AandKhandekar,A(2006)StrategicHumanResourceManagement.AnIndian
Perspective.ResponseBooks.ADivisionofSagePublications,NewDelhi.

SubbaRao,P(2009)PersonnelandHumanResourceManagement.Text&Cases.
HimalayaPublishingHouse,Mumbai

Evaluation:

InternalEvaluation:40marks

Essayononeofthetopicrandomlyassigned:20marks
Twotestofdescriptivetypes:10markseach

SemesterendExamination:60marks

Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour
shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined
forthesequestions.

PSYCHOLOGY
SemesterIV:CourseIII
ElectiveCourse:6credits

PersonnelPsychology

Objective:

1. ToacquaintthestudentswithConceptandFunctionsofPersonnel/HumanResource
Psychology
2. ToapplytheseHumanResourcePrinciplesandSystemsintheorganizationtoachievethe
higherproductivity
3. TobecomeaPersonnelandHRDpractioner

Unit1.IntroductiontoHumanResourceManagement

a)
b)
c)
d)

ConceptandFunctionofPersonnel/HumanResourcePsychology
HumanResourceManagementforOrganizationalExcellence
HumanResourceManagement:TheChallengesinIndianandGlobalScenario
ConceptofEqualOpportunityandDiversity

Unit2.JobAnalysis

a)
b)
c)
d)

Purpose,ImportanceandUsesofJobAnalysis
VariousMethodsofJobAnalysis
JobandRoleAnalysisrelationshipwithotherHumanResourcePractices
JobDesignApproachesandJobEnrichment

Unit3.RecruitmentandSelection

a)
b)
c)
d)

PurposeandImportanceofRecruitmentandSelection
RecruitmentProcess:SourcesofRecruitment:External&Internal
StagesinSelectionProcess;SelectionMethods
AssessmentCentermethodologyinmanagerialselectionandtalentidentification.

Unit4.PerformanceManagementSystem

a)
b)
c)
d)

Purpose,importanceandUsesofPerformanceAppraisal
360DegreeFeedbackandPerformanceManagementsystem
MethodsofPerformanceAppraisal;IssuesandBiasesrelatedtoPerformanceAppraisal
PerformanceAppraisalInterview,FeedbackandPerformanceCounseling

BookofReading:

Armstrong,M(2005)AHandbookofHumanResourceManagementPractice.
9thedition,KoganPageIndia.NewDelhi.

Dessler,G(2011)AFrameworkforHumanResourceManagement.SixthEdition.
PearsonEducationInc.NewDelhi.

Dessler,GandVarkkey,B(2011)HumanResourceManagement.TwelfthEdition.
PearsonEducationInc.NewDelhi


GomezMejia,L.R,Balkin,D.BandCardy,R.L(2010)ManagingHuman
Resources,SixthEdition,PHILearning,NewDelhi

References:

Anderson,N,Ones,D.S,Sinangil,H.KandViswesvaran,C(Edited)(2005)Handbookof
IndustrialandOrganizationalPsychologyVol1PersonnelPsychology.Sage
Publications,NewDelhi.

Armstrong,M(2005)AHandbookofHumanResourceManagementPractice.
9thedition,KoganPageIndia.NewDelhi.

Aswathappa,K(2010)HumanResourceManagement.TextandCases.EightEditionTataMcGraw
HillEducationPrivateLimited,NewDelhi

Bratton,JandGoldJ(2009)HumanResourceManagementTheoryandPractice.4thedition.Palgrave
Macmillian,NewYork.

Bohlander,GandSnell,S(2004)ManagingHumanResources.ThomsonAsia
PrivateLimited,India

Cardy,R.L(2004)PerformanceManagement:Concepts,SkillsandExercises.
PrenticeHallofIndiaPrivateLimited,NewDelhi.

Cascio,W.FandAguinis,H(2005)AppliedPsychologyinHumanResource
Management.SixthEdition.PrenticeHallInc,NewJersey,USA

Daft,R.L(2002)OrganizationTheoryandDesign.SeventhEdition.ThomsonAsia
PrivateLimited,NewDelhi.

Davidson,J.MandFielden,S.L(2003)IndividualDiversityandPsychologyin
Organizations.EditedbyDavidson,M.JandFielden,S.LJohnWileyandSonsLtd,
England.

Deb,T(2006)StrategicApproachToHumanResourceManagement:Concepts,
Tools,&Application,AtlanticPublishers,NewDelhi

Dessler,G(2011)AFrameworkforHumanResourceManagement.SixthEdition.
PearsonEducationInc.NewDelhi.

Dessler,GandVarkkey,B(2011)HumanResourceManagement.TwelfthEdition.
PearsonEducationInc.NewDelhi

Greer,C.R(2009)StrategicHumanResourcemanagement.SecondEditionPearson
Education,NewDelhi

GomezMejia,L.R,Balkin,D.BandCardy,R.L(2010)ManagingHuman
Resources,SixthEdition,PHILearning,NewDelhi

Ivancevich,J.M(2004)HumanResourceManagement.NinthEdition.TataMcGrawHill
PublishingCompanyLimited.NewDelhi

Kandula,S.R(2004)HumanResourceManagementinPractice.SecondPrinting.
PrenticeHallofIndia,NewDelhi


Kavanagh,M.JandThite,M(2009)HumanResourceInformationSystemsBasic:
ApplicationsandFutureDirections,SagePublications,NewDelhi.

Landy,F.J.,andConte,J.M(2004)Workinthe21stCentury.InternationalEdition,
McGrawHill,NewYork,USA

Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational
Edition,NewYork,USA.

Mamoria,C.BandGankar,S.V(2001)PersonnelManagement.21stRevisedEdition.
HimalayaPublishingHouse,Mumbai

Mamoria,C.BandRao,V.S.P(2012)PersonnelManagement.ThirtiethEdition.
HimalayaPublishingHouse,NewDelhi

Pareek,UandRao,TV(2003)DesigningandManagingHumanResourceSystem.Third
Edition.Oxford&IBHPublishingCo.Pvt.Ltd,NewDelhi

Pattanayak,B(2009)HumanResourceManagement.ThirdEdition.PHILearning
PrivateLimited.NewDelhi

Rao,T.V(1999)HRAudit.ResponseBooks.NewDelhi.

Rao,T.VandRao,R(2003)360DegreeFeedbackandPerformanceManagement
System.Vol1&2,TVRaoLearningSystemsPrivateLimited.ExcelBooks,
NewDelhi


Rothwell,W(Editor)(2012)TheEncyclopediaofHumanResourceManagement.
Vol1,2,3.JohnWileyandSonsInc,SanFrancisco,California

Sadri,S.,Dastoor,S.DandJayshree,S(2001)TheTheoryandPracticeofManagerial
Ethics.JaicoPublishingCo.Mumbai.

Sharma,AandKhandekar,A(2006)StrategicHumanresourceManagement.AnIndian
Perspective.ResponseBooks.ADivisionofSagePublications,NewDelhi.

SubbaRao,P(2009)PersonnelandHumanResourceManagement.Text&Cases.
HimalayaPublishingHouse,Mumbai

Evaluation:

InternalEvaluation:40marks

Essay:20marks
TwoWrittenTest:10markseach

SemesterendExamination:60marks

Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour
shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined
forthesequestions.
PSYCHOLOGYPSYCHOLOGY
SEMESTERIV:CourseIV

Electivecourse:6credits

Consultationliaisonpsychology

Objectives:1.Tohelpstudentsfamiliarizethemselveswithnewemergingoverlapareas
ofotherdisciplineswithpsychology

Unit1:Psychologyinterfaceswithotherdisciplines
a. PsychologyandLaw,PsychologyandEducation
b. PsychologyandEconomics
c. PsychologyandMedical/Lifesciences
d. PsychologyandMediaandAdvertising

Unit2:PotentialApplicationsofinterface

a.
b.
c.
d.

Marketresearch
Productandservicedevelopment
Behavioralprediction
Healthsystemsmanagement

Unit3:SpecialgroupsforConsultationliaison

a.PsychologicalConsultationswithPediatrics
b.PsychologicalConsultationswithGeriatricpatients
c.Psychologicalconsultationsanddialysisandsurgicalinventions
d.Psychologicalconsultationsinendoflifecare

Unit4:Newemergingareasinconsultationliaison

a. Bariatricsurgeryandweightmanagement
b. Dentaltreatment,plasticsurgeryandsmiletherapy

c.Transplantsandorgandonation,psychologicalevaluations
d.Healthanxieties,painmanagement,handlingpsychologicalneedsofthe
medicallyill.

Evaluation
InternalEvaluation:40marks

Twowrittentests:10markseach.
Oneessay:20marks

Semesterendexamination:60marks
Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.

Booksforstudy

Lloyd,G.G.andGuthrie,E(2007)Handbookofliaisonpsychiatry.
UK:CambridgeUniversityPress.

Booksforreference

Jenkins,P.(2002)LegalissuesinCounselingandPsychotherapy.London:Sage.

Leigh,H.andSteltzer,J(2008)HandbookofConsultationLiaisonPsychiatry.CA:Springer.

PSYCHOLOGY

Semester IV: Course IV


Elective Course: 6 credits
CONSUMER PSYCHOLOGY
Unit 1. Qualitative Consumer and Marketing Research

a.
b.
c.
d.

Qualitative Research Projects


Focus Group Discussion &Depth Interviews
Online Observation and Netnography
Approaches to Data analysis, Interpretation and Theory Building

Unit 2. Advertising: Seducing the Subconscious


a. The Psychology of Communication
b. Emotion and Consciousness
c. Decisions and Relationships
d. New Media: The Power ofAdvertising
a. Unit 3. Social Influence and Consumer Behaviour
a. How products prime social networks
b. Influencing Socially Normative Behaviours
c. Family Decision Making
d. Post-decisional Information Search
Unit 4. Online Consumer Behaviour
a.
b.
c.
d.

Self in the virtual world: online identity


Social media, brand management, authenticity in online communications
Online advertising and online search behaviour
E-tail consumer behaviour

Books for Reading;


(i)
(ii)
(iii)
(iv)

Belk, R. W. & Fischer, E &Kozinets R. V. (2013). Qualitative Consumer and


Marketing Research Los Angeles: SAGE Publications Ltd.
Heath, R. (2012). Seducing the Subconscious; The Psychology of Emotional
Influence in Advertising. West Sussex:Wiley-Blackwell
Howard, D., Kirmani, A. &Rajagopal, P. (2012). Social Influence and Consumer
Behaviour. Psychology Press
Close, A. G. (2012) (Ed.) Online Consumer Behaviour: Theory and Research in
Social Media, Advertising and E-tail. New York: Routledge Taylor & Francis
Group

Books for Reference:


Haugtvedt, C. P. &Herr, P.M. Kardes, F. R. (2008).(Eds). Handbook of Consumer
Psychology.New York Psychology Press, Taylor & Francis Group.
K. Dill (Ed.) The Oxford Handbook of Media Psychology. New York:Oxford University
Press.
Kimmel, A.J. (2012). Psychological Foundations of Marketing

Topics for Essay: One of the topics is given for essay in internal assessment to each student
by course teacher. However, new and emerging areas can also be given for essays in addition
to these topics.
(1) Consumer Behaviour; A Neuroscience Perspective
(2) Consumer Psychology: An Evolutionary Perspective
(3) Consumer cognitive structure and Information processing
(4) Personality and Consumer behaviour
(5) Psychology & marketing: a dynamic relationship
(6) Relationship Marketing
(7) Mobile marketing and consumer behaviour
(8) Gender Identity in consumer behaviour
(9) Self identity and Consumer Behaviour
(10)
Consumer Spending Habits
(11)
Search for information to evaluate alternatives
(12)
Post consumption activities
(13)
Traditional views on consumer behaviour
(14)
Consumers as co-creators of value
(15)
Visual Cues and Consumer Preferences
(16)
Situational determinants of consumer dissatisfaction
(17)
Attitudes and preferences towards queues
(18)
Consumer reactions to waiting
(19)
Consumer perception and estimation of time
(20)
Evaluation of purchase and consumption experiences
(21)
Evaluation of consumer experience across time
(22)
Time pressures, Distraction and the use of evidence in consumer behaviour
Evaluation
Internal Evaluation (40 marks): Two tests for 10 marks each
One Essay: 20 marks
External Evaluation (60 marks): Semester-end examination
Four questions to be attempted out of seven, each carrying 15 marks each
PSYCHOLOGY

SemesterIV:CourseIV
ElectiveCourse:6credits
DisasterManagement
UNITIUnderstandingDisaster
a.
b.
c.
d.

Disasterpreparedness
Rehabilitation,reconstructionandrecovery
DisasterResponseplan
Informationandcommunicationtechnologyinresponsemanagement

UNITIIHumanBehaviourandResponseManagement
a.
b.
c.
d.

Traumaandstressmanagement
Vulnerabilityanalysis
VulnerabilityintheIndiancontext
Participatoryrehabilitationprocess

UNITIIITypesofDisaster
a.
b.
c.
d.

NaturalDisaster
Disasterandcommunalviolence
Terrorism
Industrialdisaster

UNITIVSequelaeofDisasters
a.
b.
c.
d.

Trainingpersonnelforfirstresponse
Trainingpersonnelforemotionalfirstaid
Disastercounselling
Mediasensitivityinthewakeofdisaster

References

Bryant Edwards (2005): Natural Hazards, Cambridge University Press, U.K.


New South Wales Health Department (2000). Disaster Mental Health Response Handbook.
NSW Health and the Centre for Mental Health, Sydney. Australia. Available:
http://www.nswiop.nsw.edu.au/Resources/Disaster_Handbook.pdf
Sahni, Pardeep et.al. (eds.) 2002, Disaster Mitigation Experiences and
Reflections, Prentice Hall of India, New Delhi
Singh Satendra (2003): Disaster Management in the Hills, Concept Publishing
Company, New Delhi.
Taori, K (2005) Disaster Management through Panchayati Raj, Concept
Publishing Company, New Delhi.
Evaluation
Internal Evaluation (40 marks): Two tests for 20 marks each
External Evaluation (60 marks): Semester-end examination
Four questions to be attempted out of seven, each carrying 15 marks each
Semester IV Course IV
Elective Course: 6 credits
Environmental Psychology and Practice (6 credits)

Unit I Nature and Scope of Environmental Psychology

A.
B.
C.
D.

What is environmental psychology


Theories and Approaches
Research Methods in Environmental Psychology
Environmental movement in India

Unit II Concepts in Environmental Psychology


A.
B.
C.
D.

Environmental Perception
Environmental Cognition
Environmental Attitudes, Appraisals, and Assessments
Managing Limited Resources

Unit III Environmental Influences


A.
B.
C.
D.

Personal Space
Territoriality
Crowding
Privacy

Unit IV Practice in Environmental Psychology


A.
B.
C.
D.

Introduction to Environment Impact Assessment


Environmental Impact Assessment Notification-2006
Introduction to socio-economic impact assessment
Social Impact Assessment (SIA): methods and reporting of SIA

Internal assessment (40 marks)


1. One thought paper on the topic of students choice in consultation with course teacher
for10 marks
2. One classroom presentation on topic allotted by the course teacher for 10 marks
3. To conduct a social impact assessment and suggest mitigation plan on
asector/area/topicof students choice in consultation with course teacher and write a
report for 20 marks.
Semester end examination (60 marks)
Four questions out of sevento be attempted, each question for 15 marks, one question may be
on short notes

Reference:
1. Gifford, R. (2007). Environmental psychology: Principles and practice (4th ed.).
Colville, WA: Optimal Books.
2. Bell, P. A., Greene, T. C., Fisher, J. D., & Baum, A. (2001). Environmental
Psychology (5th edition). Toronto: Harcourt Brace College Publishers.
3. Environmental Movements in India P. P. Karan Geographical Review Vol. 84, No. 1
(Jan., 1994), pp. 32-41Published by: American Geographical Society

4. Gadgil, M. and Guha, R. (1994), Ecological Conflicts and the Environmental


Movement in India. Development and Change, 25: 101136. doi: 10.1111/j.14677660.1994.tb00511.x
5. Environmental Impact Assessment Notification-2006
http://moef.nic.in/divisions/iass/notif/notif.htm
6. Ten Sectoral Manuals under EIA Notification, 2006
http://environmentclearance.nic.in/writereaddata/Form1A/HomeLinks/ommodel2.html
7. Introduction to Environment Impact Assessment
http://old.cseindia.org/programme/industry/eia/introduction_eia.htm#top
8. Barry Sadler and Mary McCabe (Editors) Second edition 2002:Environmental Impact
Assessment, Training Resource Manual,Social Impact Assessment-Topic 13: United
Nations Environment Programme(UNEP), Division of Technology, Industry and
Economics, Economics and Trade Branch, Geneva.

PSYCHOLOGY

SemesterIVCourseIV
ElectiveCourse:6credits
FAMILYANDCOUPLESTHERAPY
Objectives:
1. Toacquaintthestudentswithrelevanceoffamilyandcouplestherapy
2. Tofamiliarizetheissuesfacedbyfamiliesandcouples
3. Tohelpdevelopskillsinfamilyandcoupletherapy
UnitI:Family&CoupleFunctioning
A. UnderstandingFamily:SingleParentFamilies,RemarriedFamily,CulturallyDiverse
Families

B. CrisisinFamilies:ChildSexualAbuse,DomesticViolence,MaritalRape,Substance
Abuse
C. CulturallyDiverseCouples:ReligiousMinorityCoupleTherapy,QueerCouples,
DifferenceinSocialEconomicConditions,CasteDifferences(KhapPanchayats)
D. UnderstandingAttachmentinFamiliesandCouples
UnitII:IssuesandConflictsinFamiliesandCouples
A. SexualityIssues:ImpactonFamily&Couple
B. ResolvingConflictinRelationships:ConflictManagementin
Relationships/Marriage/Family/Sibling/Child
C. ManagingRiskswithPotentiallyDangerousClients
D. EthicsandProfessionalIssuesinFamilyandCoupleCounselling
UnitIII:TherapeuticInterventionsI
A.
B.
C.
D.

ObjectRelationsCoupleTherapy
ExistentialDilemmasandSkillsBuildingInCouples
EmotionalFocusedCoupleTherapy
BriefStrategicFamilyTherapy

UnitIV:TherapeuticInterventionsII

A. RedecisionFamilyTherapy
B. IntegrativeProblemCenteredTherapy
C. CognitiveBehaviouralCoupleTherapy
D. NarrativeCoupleTherapy

BooksofStudy
1. Corey,G(1996).TheoryandPracticeofCounselingandPsychotherapy.Californa:
Brooks/ColePublishing
2. Nichols,M.P.(2010).FamilyTherapy:ConceptsandMethods(9thEd.).Boston:Allyn
andBacon
3. Nichols,M.P.(2009).InsideFamilyTherapy:ACaseStudyinFamilyHealing(2ndEd.),
Boston,MA;Pearson:AllynandBacon
4. Jongsma,A.&Dattilio,F.(2000).TheFamilytherapytreatmentplanner,NewYork:
JohnWiley.
5. Johnson,S.M.(2005)BecominganEmotionallyFocusedTherapist.NewYork:Taylor
&Francis
6. Gurman,A.S.(2008).ClinicalHandbookofCoupleTherapy(Ed.,4thed.).NewYork,
NY:TheGuilfordPress

7. Johnson,S.M.&Whiffen,V.E.(2003).AttachmentProcessesinCoupleandFamily
Therapy(Eds.).NewYork,NY:TheGuilfordPress
8. Hecker,L.(2010).EthicsandProfessionalIssuesinCoupleandFamilyTherapy.New
York,NY:Routledge

Evaluation:
InternalExamination:40Marks:

TwoWrittenTest:10Markseach
Oneessay20marks

Semester&Examination:60Marks:

7Questionstobesetof15markseachoutofwhich4aretobeattempted.

PSYCHOLOGY

SemesterIV:CourseIV
ElectiveCourse:SixCredits

GenderandPsychology
Objectives:
A. Tosensitizestudentswithissuesrelatedtogenderandpsychology
B. Totrainthemtoappriseandconductpsychologicalresearchwithreferenceto
gender
C. Toacquaintthemwithvarioustopicsandcriticalperspectiverelatedtogenderand
psychology
Introduction,ConceptsandMethods
A. Concepts:gender,sex,masculinity,feminity,feminism,menandmasculinity
B. Studyinggender:MethodsandHistoryofGenderResearch
C. GenderStereotypes:MasculinityandFemininityGenderRoleAttitude
D. Multiplicityofgenders
TheoreticalPositionsaboutgenderdevelopmentandFunctioning
A. HormonesandChromosomes
B. TheoriesofGenderDevelopment,DevelopingGenderIdentity
C. Sexrelatedcomparisons:TheoryandObservations

D. SocialCognitiveTheoryofgenderdevelopmentandfunctioning;Sexrole
theory
GenderandSpecificTopics
A. IntelligenceandCognitiveAbilities
B. Emotions
C. RelationshipsandSexuality
D. CareersandWork
Gender,HealthandOtherTopics
A. HealthandFitness
B. Psychopathology,SexTreatmentforMentalDisorders
C. Stress,Coping,andDifferencesinHealth:EvidenceandExplanations
D. HowDifferent?,ColonializationandGender

BooksforReadingandReferences
1. BrannonL.(2012).Gender:PsychologicalPerspectives,6/E,McNeeseStateUniversity
2. Helgeson,V.S.(2010)PsychologyofGender,4/ECarnegieMellonUniversity.
3. MagnussonE.andMarecek,J.(2012).GenderandCultureinPsychology:Theories
andPractices.
4. NoremJ.K.andClinchyB.M.(1998).TheGenderandPsychologyReader
5. Rudman,L.A.andGlick,P.(2008).TheSocialPsychologyofGender:HowPowerand
IntimacyShapeGenderRelations.
InternalExamination
1. Essayonanyonetopicrandomlyassigned:20marks
2. Communitybasedactivity:10marks
3. Formulationofinterventionforgenderandpsychology:10marks
ExternalExamination:60marks
Fouroutofsevenquestionsfor15markseach.

PSYCHOLOGY

SemesterIV:CourseIV
ElectiveCourse:6credits
GroupProcesses

UNITIGroupprocesses:Overview
a.
b.
c.
d.

Socialinfluence
Groupdynamics
Reachinggroupgoals
Socialinterdependenceandtrust

UNITIIInterpersonalbehaviour
a.
b.
c.
d.

Socialfacilitation
Communicationingroups
Theinfluenceofauthority
Decisionmakingingroups

UNITIIIIntergrouprelations
a.
b.
c.
d.

Deindividuationandcollectivebehaviour
Cooperationandcompetitionbetweengroups
Socialcategoriesandsocialidentity
Buildingsocialharmony

UNITIVGroupfacilitation
a.
b.
c.
d.

Facilitationskillsandcompetencies
Facilitationandsocialchange
Facilitationandleadership
Managingconflictinfacilitatedgroups

References
Brown,R.J.(2000)GroupProcesses:dynamicswithinandbetweengroups,2ndEdition.Oxford:
Blackwell.

Corey,M.,Corey,G.&Corey,C.(2008).Groups:ProcessandPractice.(8thEdition).Monterey,Ca.:
Brooks/Cole.
Johnson,D.W.&Johnson,F.P.(2009).JoiningTogether:GroupTheoryand
GroupSkills.(10thEdition).NeedhamHeights,MA:Allyn&Bacon.(Availableatthe
UniversityBookstore).
Toseland,R.W.&Rivas,R.F.(2009).Anintroductiontogroupworkpractice.(6thed.)(Chapter1:pp.
344)Toronto:AllynandBacon
Zander,A.(1994).MakingGroupsEffective.SanFrancisco:JosseyBass.

Evaluation
Internal Evaluation (40 marks):
Two tests for 10 marks each.
Essay 20 marks.

External Evaluation (60 marks): Semester-end examination


Four questions to be attempted out of seven, each carrying 15 marks eacPSYCHOLOGY
PSYCHOLOGY
SEMESTERIV:CourseIV
Electivecourse:6Credits

Palliativecareandcounseling

Objectives:1.Tointroducethebasicconceptsofcounselinginpalliativecaresettings
2.Helpingstudentsdevelopbasicskillsinpalliativecareandcounseling

Unit1:Basicprinciplesandprocedures
a.
b.
c.
d.

Historyofpalliativecareandcounseling
Deathanddying
Collusion
Breakingbadnews

Unit2:KeyprocessesinPalliativecareandcounseling
a.Communication,informationandsupport
b.Dealingwithpainandanxiety
c.Detectionofdepression,suicidalintent,bereavementcare
d.Maintaininghopeanddignity,QOL

Unit3:Clientprofilesinpalliativecareandcounseling
a.Cancerpatients
b.Nonmalignantpalliativeclients,eg.MS,HIV
c.Pediatricpalliativecare
d.Caregiverstressandburden,staffstress.

Unit4:Applicationsandethicalissues
a. Empoweringpatientsandfamilies
b. Livingwithloss,anger,symptommanagement

c. EthicalissuesDisclosure,consent,treatmentchoice
d. Euthanasia

Evaluation

InternalEvaluation:40marks

Twowrittentests:20markseach.
Essay20marks
Semesterendexamination:60marks

Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.

Booksforstudy:

Davy,J.andEllisS.(2000)Counselingskillsinpalliativecare.Philadelphia:OpenUniversityPress

LloydWilliams,Mari.(2005)PsychosocialissuesinPalliativecare.Oxford:OUP.

Booksforreference:

HeyseMoore,L.Speakingofdying:Aguidetousingcounselingskillsinpalliativecare.London:
JessicaKingsleyPublishers.

RecentissuesofIndianJournalofPalliativeCare,MedknowPublishers.

PSYCHOLOGY
SemesterIVCourseIV
ElectiveCourse:6credits

OrganizationDevelopment

Objective:

1. ToacquaintthestudentwithNature,FoundationsandoverviewofOrganization
Development
2. Tounderstandthevalues,assumptionsandBeliefsinOrganizationDevelopment
3. ToHelpstudentsunderstandtheProcessandInterventioninOrganizationDevelopment

Unit1.IntroductiontoOrganizationDevelopment

A. Definition,NatureandHistoryofOrganizationDevelopment
B. ApproachestoOD:Laboratorytrainingstem,SurveyResearchandFeedbackstem,
ActionResearchStemandSociotechnicalStem
C. Values,AssumptionsandBeliefsinOrganizationDevelopment
D. CompetenciesofanEffectiveOrganizationDevelopmentPractitioner

Unit2.ManagingtheOrganizationDevelopmentProcess
A.
B.
C.
D.

ModelsandTheoriesofPlannedChange
Diagnosis:Diagnosethestateofthesystems,itssubunitsandOrganizationalProcesses
ActionResearchandOrganizationDevelopment
TheProgramManagementcomponent

Unit3.ManagingChangeandOrganizationDevelopment

A.
B.
C.
D.

OrganizationChange:AnIntroduction;ForcesofChangeandTypesofChange
ApproachestoOrganizationalDevelopmentandChange
ResistancetoOrganizationalChange
ImplementingOrganizationalChange

Unit4.OrganizationalDevelopmentInterventions:

A. TeamInterventions
B. IntergroupandThirdPartyPeacemakingInterventions
C. StructuralInterventions
D. ComprehensiveODIntervention
BooksofStudy:

Cummings,T.GandWorley,C.G(2001)OrganizationDevelopmentandChange.
ThomsonLearning.USA

French,W.L.,Bell,Jr,C.HandVohra,V(2011)OrganizationDevelopment.Sixth
Edition.EleventhImpressions.PearsonPrenticeHall,NewDelhi

Ramnarayan,SandRao,T.V(2011)OrganizationDevelopment:AcceleratingLearning
andTransformation.RevisedandUpdated2ndedition.SagePublication.NewDelhi.

Rothwell,W.JandSullivan,R.L(Editors)(2005)PracticingOrganizationDevelopment:
AGuideforconsultantsSecondEditor.PfeifferAWileyImprint.Sanfrancisco,
California,USA

BooksofReferences:

French,W.LandBell,Jr,C.H(2006)OrganizationDevelopment.SixthEdition,Prentice

HallofIndiaPrivateLimited,NewDelhi.

SethAllcorn(2006)OrganizationalDynamicsandIntervention:ToolsforChangingthe
Workplace.PrenticeHallofIndiaPrivateLimited,NewDelhi

Sharma,R.R(2010)ChangeManagement:ConceptsandApplications.TataMcGraw
HillEducationPrivateLimited.NewDelhi.

Rothwell,W.JandSullivan,R.L(Editors)(2005)PracticingOrganizationDevelopment:
AGuideforconsultantsSecondEditor.PfeifferAWileyImprint.Sanfrancisco,
California,USA

Evaluation:

InternalEvaluation:40marks

Essay:20marks
TwoWrittenTest:10markseach

SemesterandExamination:60marks

Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour
shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined
forthesequestions.

SemesterIV:CourseIV
ElectiveCourse:6credits

ChangeManagement

Objective:

1. ToacquaintthestudentswithPressuresandforcesofOrganizationalchange
2. TofamiliarizethestudentswithInterventionsinorganizationalchange
3. TounderstandhowachangeIsImplemented

1.OrganizationalChange:AnOverview

a)
b)
c)
d)

AnOverviewandProcessofChange
ExternalandOrganizationalPressuresforChange
Forcesofchange
TheoreticalFrameworksofOrganizationalChange

2.ModelsofChange

a)
b)
c)
d)

RecentApproachestoOrganizationalDevelopmentandChange
ProcessBasedChangeModels
ModelsofEvolvingManagerialInterpretationofChange
ContentBasedModels

3.OrganizationalChangeIntervention

a)
b)
c)
d)

HumanProcessIntervention
TechnostructuralIntervention
HumanResourceIntervention
StrategicIntervention

4.ImplementingChange

a)
b)
c)
d)

AppreciativeInquiryApproaches
SenseMakingApproaches
ChangemanagementandContingencyApproaches
ProcessualApproaches

References:

Fisher,D(1999)CommunicationinOrganizations.SecondEdition.JaicoPublishing
House,Mumbai

HarvardBusinessReview(2002)onCultureandChange.HarvardBusinessSchool
Press,Boston,USA.

Palmer,I.,Dunford,R.,Akin,G(2007)ManagingOrganizationalChange:AMultiple
PerspectivesApproach.TataMcGrawHillEdition.NewDelhi

Sharma,R.R(2010)ChangeManagement:ConceptsandApplications.TataMcGraw
Hill,NewDelhi

Shani,A.B,Chandler,D.,Coget,J.FandLaw,J.B(2009)BehaviorinOrganizations.An
ExperientialApproach.NinthEdition.McGrawHillIrwin.NewYork,USA.

Evaluation:

InternalEvaluation:40marks

Essay:20marks
TwoWrittenTest:10markseach

SemesterendExamination:60marks

Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour
shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined
forthesequestions.

Semester IV Course III


Elective Course: 6 credits
Social psychology and praxis
1. Problem identification and definition
a. Introduction
b. Key questions for problem definition
c. Research for a problem definition
d. Completing the problem definition
2. Theory-based explanations for problems
a. Specifying the outcome variable
b. Requirements for the outcome variable
c. Divergent phase: generating explanations
d. Convergent phase: reducing the number of explanations
3. Developing and testing the process model
a. Formulating a process model
b. Heuristics for developing a process model
c. Testing the process model

d. Doing your own research


4. Developing the interventions
a. Preparing intervention development
b. Developing the intervention
c. Building the intervention programme
d. Implementation of the intervention
Internal Assessment: 40 marks.
Field investigation assignments on each of the unit above based on a social situation that may
be actual or simulated and recent or past. In all students will have to complete four
assignments, ten marks each.
Semester end examination: 60 marks.
Written examination: Paper pattern: Seven questions for 15 marks each are set out of which
four should be attempted. One of them could be short note question. Any two topics can be
combined for these questions.
Reference:
Buunk, A. P., & Van Vugt, M. (2007). Applying social psychology: From problems to
solutions. London: Sage Publications.

PSYCHOLOGY
SemesterIVCourseIII
ElectiveCourse:6credits

GroupandTeamEffectivenessinOrganization

Objective:

1. ToacquaintthestudentwiththefoundationofGroupDynamicsinorganizationsetup
2. Tounderstandtheconcepts,natureandprincipleofGroupandTeamEffectiveness
3. TobecomeOrganizationalBehaviorPractitioner(GroupandTeamEffectiveness)

Unit1.FoundationsofGroupDynamics


a)
b)
c)
d)

DefiningandClassifyingGroups;StagesofGroupDevelopment
GroupProperties:Roles,Norms,Status,SizeandCohesiveness
DynamicsofInformalGroups:NormsandRolesinInformalGroups,Informal
RolesandtheInformalOrganizationTheDynamicsofFormalWorkGroup:PositiveandNegative
AttributesofCommittees

Unit2.GroupDecisionMaking

a)
b)
c)
d)

GroupversustheIndividualDecisionmaking
ConsensusDecisionMaking
GroupDecisionMakingTechniques
GroupThinkandGroupShiftGroupBehavior:AnAsianPerspective

Unit3.UnderstandingWorkTeams

a) WhyHaveTeamsBecomeSoPopular?DifferencebetweenGroupsandTeam
b) Typesofteams,TeamRolesatWork;TurningIndividualsintoTeamPlayers;TeamBuildingand
TeamBasedwork
c) WorkTeams:Types,EffectivenessandStumblingblocks;CreatingEffectiveTeams
d) TeamsinAction:VirtualTeamsandSelfManagedTeams

Unit4.Communication

a) FunctionsofCommunication;TheCommunicationProcess
b) DirectionofCommunication;InterpersonalCommunication;OrganizationalCommunication;
CommunicationintheComputerizedInformationAge
c) BarrierstoEffectiveCommunication
d) NeuroLinguisticProgrammingandCommunication

BooksforStudy:

Belbin,R(2010)TeamRolesatWork.2ndedition.Elsevier,Oxford,UnitedKingdom.

Kreitner,RandKinicki,A(2008)OrganizationalBehavior,EightEdition,TataMcGraw
HillPublishingCompanyLimited,NewDelhi,India
Luthans,F(2011)OrganizationalBehavior:AnEvidencedbasedapproach.Twelfth
Edition.McGrawHill,NewYork.
Pareek,U(2009)UnderstandingOrganizationalBehavior.SecondEdition.Oxford
UniversityPress.NewDelhi.
Robbins,S.P.,Judge,T.A.,andVohra,N(2012)OrganizationalBehavior,14th
Edition.PearsonPrenticeHall,NewDelhi.India
Schultz,DandSchultz,S.E(2006)PsychologyandWorkToday.PearsonEducationInc.
NinthEdition,NewJersey,USA.

BooksforReferences:

Anderson,N,Ones,D.S;Sinangil,H.KandViswesvaran,C(Editors)(2005)Handbook
OfIndustrialandOrganizationalPsychology.Vol1PersonnelPsychology.Sage
Publications,NewDelhi.

Anderson,N,Ones,D.S,Sinangil,H.KandViswesvaran,C(Editors)(2005)Handbook
OfIndustrialandOrganizationalPsychologyVol2.OrganizationalPsychology,Sage
Publications,NewDelhi.

Armstrong,M(2005)AHandbookofHumanResourceManagementPractice.
9thedition.KoganPageIndia.NewDelhi.

Atherton,T(2005)Howtobebetterat..DelegationandCoaching.KoganPageIndia
PrivateLimited,NewDelhi

Belbin,R(2010)TeamRolesatWork.2ndedition.Elsevier,Oxford,UnitedKingdom.

Butler,MandRose,E(2011)IntroductiontoOrganisationalBehaviour.JaicoPublishing
House,Mumbai.

Clegg,S.,Korberger,MandPitsis,T(2012)ManagingandOrganizations:An
IntroductiontoTheoryandPractice.SagePublications.NewDelhi.

Cooper,C.L(2011)OrganizationalHealthandWellbeing.Vol1,2,3.SagePublications.
NewDelhi.

Greenberg,JandBaron,R.A(2009)BehaviorinOrganizations,NinthEditions.Prentice
HallIndiaLearningPrivateLimited,NewDelhi.

Janasz,S.C.de.Dowd,K.O&Schneider,B.Z(2012)InterpersonalSkillsin
Organizations.3rdEdition.TataMcGrawHillEdition.NewDelhi

Kreitner,R.,Kinicki,AandBuelens,M(1999)OrganizationalBehaviour.McGrawHill
PublishingCo.England.

Lamberton,L.H&Minor,L(2012)HumanRelations:StrategiesforSuccess.4thedition.
TataMcGrawHillEducationPvtLtd.NewDelhi.

Landy,F.JandConte,J.M(2004)Workinthe21stCentury.AnIntroductiontoIndustrial
andOrganizationalPsychology,McGrawHillInternationalEdition,NewYork.USA

Luthans,F(2008)OrganizationalBehavior.EleventhEdition.McGrawHillInternational

Edition,NewYork,USA

Mamoria,C.BandRao,V.S.P(2012)PersonnelManagement.ThirtiethEdition.
HimalayaPublishingHouse,NewDelhi

McShane,S.L.,Glinow,MAV.,andSharma,R.R(2011)OrganizationalBehavior.5th
Edition.TataMcGrawHillEducationPrivateLimited,NewDelhi.

Nelson,D.LandCooper,C.L(2007)PositiveOrganizationalBehavior.SagePublications
NewDelhi.

Rawat,PandKumar,S(2010)WorkplaceEmpowerment:AStudy.ExcelBooks,New
Delhi.

Robbins,S.P.,Judge,T.A.,andSanghi,S(2009)OrganizationalBehavior,13th
Edition,PearsonPrenticeHall,NewDelhi,India.

Robbins,S.P.,Judge,T.A.,andVohra,N(2012)OrganizationalBehavior,14th
Edition.PearsonPrenticeHall,NewDelhi.India

Schermerhorn,J.RJr.,Hunt,J.G,Osborn,R.N(2001)Organizationalbehavior,Seventh
Edition,JohnWileyandSons,IncNewYork.

Shani,A.B.,Chandler,D.,Coget,J.FandLaw,J.B(200)BehaviorinOrganizations:An
ExperientialApproach.NinthEdition.McGrawHillIrwinNewYork,USA.

Sinha,J.B.P(2008)CultureandOrganizationalBehavior.SagePublications,NewDelhi,

India.

Evaluation:

InternalEvaluation:40marks

Essay:20marks
TwoWrittenTest:10markseach

SemesterandExamination:60marks

Writtenexamination:PaperPattern:Sevenquestionsfor15markseacharesetoutofwhichfour
shouldbeattempted.Oneofthemcouldbeshortnotequestion.Anytwotopicscanbecombined
forthesequestions.

PSYCHOLOGY
SEMESTERIV:CourseIII
Electivecourse:SixCredits

Childemotionalandbehavioralproblemsandinterventions

Objectives:1.Tofamiliarizestudentswiththevariousmanifestationsofproblemsinchildren.

2.Tooutlinetheinterventionapproachesthatmaybebestappliedtoeach

Unit1:Developmentaldisorders
a.
b.
c.
d.

Pervasivedevelopmentaldisorders
Motorskillsdisorders
Communicationdisorders
Eatingandeliminationdisorders

Unit2:Cognitivedeficitsandlearningdisabilityinchildren

a.
b.
c.
d.

Mentalretardation
Slowlearners,lowrangesofintellectualability
Learningdisabilitiesinreadingandwriting
NonverbalLearningDisability

Unit3:Attentiondeficitsanddisruptivebehaviordisorders
a.
b.
c.
d.

Attentiondeficitdisorder
AttentiondeficitHyperactivitydisorder,overactivity
Shortattentionspansanddistractibility
Conductdisordersandanger,violence,bullying

Unit4:Functionaldisordersinchildren
a.
b.
c.
d.

Anxiety,separationanxietyandexcessiveshynessandavoidantbehaviors
Depression,failuretothrive,loneliness
Conductproblemsandproblemsofimpulsecontrol
Specialsituations:adoption,abuseandneglect,poordiscipline,parental
divorceordeath.


Evaluation
InternalEvaluation:40marks

Twowrittentests:20markseach.

Semesterendexamination:60marks
Paperpattern.7questionstobesetof15markseachoutofwhich4aretobeattempted.

Booksforstudy
Roberts,M.C.andSteele,R.G.(2009)HandbookofPediatricPsychology,4thed.NY:theGuilford
Press.

Jacobson,J.W.,Mulick,J.A.,Rojaln,J.(2009)HandbookofIntellectualandDevelopmental
disabilities.NY:Springer.

Booksforreference:

Cross,M(2011)Childrenwithsocial,emotionalandbehaviordifficultiesandcommunication
problems.2nded.London:JessicaKingsleypublishers.