Professional Documents
Culture Documents
3MPCL and 4MPCL
3MPCL and 4MPCL
Syllabus for
Master of Science in Psychology (Clinical)
Academic Year-2022-2024
Department Overview:
The Department of Psychology offers a range of programmes that include Open Electives, Undergraduate programmes, Post Graduate
programmes with seven specializations and Research degrees in psychology (PhD). Through these programmes, we encourage students to
consider careers and life missions that integrate psychological understanding into life. Our programmes integrate scholarship with
professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in
Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane
values in their vocation. The Department realizes its vision to promote high academic standards through a continuous and dynamic
curriculum review process based on feedback from regional, national and international peers, practitioners, potential employers, alumni and
students. A variety of student-centered teaching and training pedagogies are practised by the faculty members. Prominent among them is the
use of seminars, experiential methods, laboratory training, conferences, workshops, field-based studies, film-based discussions, journal
clubs, and professional development activities. All postgraduate students of he department prepare a publication ready research manuscript
by the end of the third semester. Through its several MOUs with International Universities, the department organizes joint conferences,
webinars, faculty and student exchange and visits, Guest lectures and scholarship opportunities for students and joint supervision of research
projects.
Vision and Mission:
The department adopts the vision of the University "Excellence and Service" and its Mission as "a nurturing ground for an individual's
holistic development to make an effective contribution to the society in a dynamic environment". In doing so it strives to is to promote high
academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, foster ongoing professional
and personal development, and contribute effectively to societal needs.
The Department of Psychology offers a two-year full-time M Sc program in Psychology with specialization in Clinical Psychology. Keeping
pace with the disciplinary advances the program would address knowledge about psychological functioning at individual and social levels in
an all-encompassing manner. With the goal of acquiring specialized knowledge, the program would allow students to nurture their academic
interest in clinical psychology, along with personal growth and awareness. The spirit of interdisciplinary growth is kept in view while
conceptualizing a three-tier system- A) CORE COURSES in the first three PG semesters (courses, which can be considered to be
fundamental in giving PG students a larger perspective of Psychology as a social science discipline, irrespective of specialization); B)
SPECIALIZATION COURSES (specific theory courses within the subject of Clinical Psychology); and C) ELECTIVE COURSES ( a wide
variety, across all disciplinary specializations, primarily conceptualized by individual faculties (based on their own interest/expertise),
offered from time to time and chosen by students according to their preference. The program would strive to prepare competent professional
psychologists who would excel in knowledge, orientation, and practice in psychology, with high ethical standards and social relevance.
Programme Objective, Programme Outcomes, Programme Specific Outcomes and Programme Specific Component Outcomes:
Program objectives
After completion of this program students will be able to
1. Employ skills and competencies required for practicing as a clinical psychologist.
2. Conduct research in the area of clinical psychology relevant to practise needs
3. Have an adequate grasp of the ethical standards of the profession and apply them in their practice.
By the end of the programme students should be able to:
PO1. Disciplinary Knowledge: Exhibit competence in the discipline Analyze seminal pieces of work in the area Apply disciplinary principles
to conduct academic inquiry Evaluate aspects of social reality using the principles of the discipline
PO2.Critical Thinking: Recognize and examine the social structures underlying our society and how they shape our existence Reflect upon
lived experiences with reflexivity Analyze and engage with their social surroundings, problematize and raise questions based on academic
inquiry
PO3: Research Skills Exhibit problem solving skills, reflective thinking Apply analytical and scientific thinking Demonstrate technical skills
in terms of handling data, working with various research related software Conceptualize, design, and execute research project/s
PO4. Communication and social Interaction: Communicate effectively across media in varied contexts Collaborate as members or leaders in
teams in multidisciplinary settings Work in multicultural spaces
PO5. Effective Citizenship: Act with an informed awareness of issues Engage with the community effectively using expertise drawn from the
discipline Undertake initiatives that encourage equity and growth for all
PO6. Ethics: Recognize and respect different value systems including one?s own, Take cognizance of the moral implications of our decisions
Use ethical values aligned with the values of the University in academic initiatives
PO7. Environment and Sustainability: Demonstrate awareness of local, regional, national, and global needs Engage with socio-cultural
contexts Focus on the concerns of the environment and sustainability
PO8. Self-directed and Life-long Learning: Engage in lifelong learning Work on strategies for career enhancement Adapt to changing
professional and societal needs
Programme Specific Outcomes (Core Programme Specific Component Outcomes) Essential Behavioural
Competencies) Components Indicators
Demonstrates
respect for
scientifically
derived
knowledge
Is able to
distinguish
scientifically
derived theories
and
interventions
from
pseudo-scientifi
c concepts
Is able to
understand the
scientific nature
of the discipline
Demonstrates
Develop a Scientist-Practitioner Approach to the ability to
discipline critically
evaluate
To internalise Scientific Mindedness as a clinical psychologist existing
theories, models
and practices
Demonstrates
scientific
knowledge of
etiology,
assessment,
conceptualizatio
n and
interventions for
disorders
Is able to
function well
within one's
professional
boundaries and
respect other
related
disciplines
Is able to be
assertive when
one's role
boundaries are
infringed upon
Demonstrates
Develop Role Knowledge as a clinical knowledge
psychologist. Understand the expectations and limitations of one's role. about the laws
related to
necessary
qualifications
for practice
Demonstrates
knowledge of
and ability to
select
Addressing the referral question. appropriate
assessments to
answer referral
questions
Is able to
provide regular
feedback to the
sources of
referral about
the progress of
assessment and
therapy in an
ethical manner
Demonstrates
basic
Develop Competent Formal Assessments. knowledge of
the scientific
and theoretical
basis of test
construction and
interviewing.
Demonstrates
knowledge of
the models and
techniques of
clinical
interviewing
and the mental
status exam and
is able to write a
comprehensive
report
Demonstrates
proficiency in
independently
administering
structured
assessments,
awareness of the
strengths and
Develop Functional Competencies as a clinical limitations of
psychologist. administration,
scoring and
interpretation of
traditional
assessment
measures as
well as related
technological
advances
Is aware of the
constructs being
assessed and
responsive to
and respectful
of individuals
with diverse
backgrounds
Is able to write a
comprehensive
report based on
the assessment
findings and
communicate
the same to the
referring
sources and the
client
Is able to
integrate data
collected from
the clinical
interview and
structured
assessments and
provide
necessary
recommendatio
ns for
interventions
Is familiar with
the diagnostic
criteria outlined
in the DSM-5
and ICD-10 for
various
disorders
Demonstrate Competent Diagnosis and Conceptualization Skills. Is able to
systematically
gather data to
inform clinical
decision-making
regarding
diagnosis
Is able to
conceptualize a
psychodiagnosti
cs formulation
Demonstrates
knowledge of
various
theoretical
models and
concepts to
construct a
psychotherapy
formulation
Demonstrates
knowledge of
Plan and Deploy Appropriate Psychological Interventions. the basic
scientific,
theoretical and
contextual bases
of interventions
and the value of
evidence-based
practice.
Demonstrates
skills of
empathetic
listening,
non-judgementa
lity, effective
rapport
formation, and
use of good
judgment about
unexpected
issues including
crises and the
effective use of
supervision.
Is able to select
the most
appropriate
intervention for
a client based in
the nature of the
symptoms and
research
evidence for the
same
Is able to
evaluate
treatment
progress and
outcome and to
modify
treatment
planning and
interventions
accordingly
Is able to to
terminate
intervention
successfully,
and to
collaborate
effectively with
other care
providers
Is able to
document the
progress of
interventions in
a systematic
manner
Demonstrates
development of
skills and habits
in seeking,
applying, and
evaluating
theoretical and
research
knowledge to
the practice of
clinical
Psychology
Is able to design
Demonstrate Evidence Based Research Competencies. and critique
approaches to
scientific
inquiry
Demonstrates
proficiency in
reviewing
exiting
literature,
creating a
research
argument,
qualitative and
quantitative
methods of data
analysis
Is able to
identify valid
scientific
journals and
prepare a
manuscript
according to the
journal
guidelines
Demonstrates a
commitment to
the development
of the
profession and
safeguarding the
rights of clients
Imbibes a Spirit of Advocacy to promote the Profession. and
practitioners
through various
advocacy
programmes
Practices within
the boundaries
of competencies
Demonstrates
commitment to
lifelong learning
General
self-awareness,
self-assessment
and
Display Disposition to Reflective Practice self-monitoring
skills
Reflective
regarding
professional
practice
Aware of own
Displays adequate Self-assessment while practise. attitudes,
values, and
beliefs toward
diverse others
Willingness to
acknowledge
and correct
errors
Accepts and
uses feedback
effectively
Demonstrates commitment to Self-Care.
Understands
importance of
self-care to
effective
practice.
Being organized
and on time,
demonstrates
appropriate
personal
hygiene and
dress,
Displays Professionalism in Work and Practise membership in
professional
organizations,
demonstrates
the need to
practice within
one’s
competence and
understands
what the core
competencies
entail
Continuing
education to
keep up with
advances in the
profession,
contributing to
professional
organizations,
and awareness
of the impact
one’s behavior,
has on the
public and their
perception of
professional
psychologists
Displays
knowledge of
own moral
principles/ethica
l values
Knows and
applies an
ethical decision-
making model
and is able to
apply relevant
Committed to Upholding Ethical Practice elements of
ethical decision
making to a
dilemma
Able to
articulate
knowledge of
own moral
principles and
ethical values in
discussions with
supervisors and
peers about
ethical issues
Able to
participate in
and initiate
interdisciplinary
collaboration/
consultation
directed toward
shared goals
Able to develop
and maintain,
where
Maintains appropriate Interpersonal and appropriate,
Inter-disciplinary relationships collaborative
relationships
and respect for
other
professionals
1 Semester
Hours Per
Course Code Course Title Credits Marks
Week
HOLODD HOLISTIC EDUCATION - - -
MPS111 ACADEMIC WRITING AND RESEARCH SKILLS 2 2 50
MPS 131 LAW AND ETHICS IN CLINICAL PSYCHOLOGY 4 4 100
MPS 132 DEVELOPMENTAL PSYCHOLOGY 4 4 100
MPS133 QUANTITATIVE RESEARCH METHODS IN PSYCHOLOGY 4 4 100
MPS134 COGNITIVE PSYCHOLOGY - I 4 4 100
MPS135 BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I 4 4 100
MPS136 QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY 4 4 100
MPS181 COMMUNITY SERVICE 2 2 50
Total - 28 28 700
2 Semester
Hours Per
Course Code Course Title Credits Marks
Week
HOLEVEN HOLISTIC EDUCATION - - -
MPS211 RESEARCH PROPOSAL 2 2 50
MPS232 PSYCHOPATHOLOGY- I 4 4 100
MPS233 PSYCHOLOGICAL MEASUREMENT AND STATISTICS 4 4 100
MPS234 COGNITIVE PSYCHOLOGY - II 4 4 100
MPS235 BIOLOGICAL FOUNDATIONS OF BEHAVIOR - II 4 4 100
MPS251 PSYCHO DIAGNOSTIC LAB - I 2 2 50
MPS253 MULTICULTURAL AND THERAPEUTIC SKILLS -1 4 4 100
Total - 24 30 600
3 Semester
Hours Per
Course Code Course Title Credits Marks
Week
MPS331 PSYCHOTHERAPY-I 4 4 100
MPS332 PSYCHOTHERAPY-II 4 4 100
MPS333 PSYCHOPATHOLOGY- II 4 4 100
ASSESSMENTS & INTERVENTIONS IN NEURODEVELOPMENTAL
2 2 50
MPS 341 A DISORDERS
MPS 341 B PLAY THERAPY: CONTEMPORARY PRACTICE WITH CHILDREN 2 2 50
MPS 341 C QUEER AFFIRMATIVE COUNSELLING PRACTICE 2 2 50
MPS 341E BEHAVIOURAL MEDICINE IN PSYCHOLOGY 2 2 50
MPS 341 F PSYCHOANALYTIC PSYCHOTHERAPY 2 2 50
MPS 341 G COGNITIVE ELECTROPHYSIOLOGY 2 2 50
MPS353 MULTICULTURAL AND THERAPEUTIC SKILLS -2 4 4 100
MPS382 RESEARCH MANUSCRIPT 2 6 100
Total - 20 26 550
4 Semester
Hours Per
Course Code Course Title Credits Marks
Week
MPS431 ADVANCED SOCIAL PSYCHOLOGY 4 4 100
MPS441A EDUCATIONAL PSYCHOLOGY 2 2 50
MPS441B FORENSIC PSYCHOLOGY 2 2 50
MPS441C SEXUAL DYSFUCNTIONS AND SEX THERAPY 2 2 50
MPS441D CRISIS AND TRAUMA COUNSELLING 2 2 50
MPS441E CBT FOR COMMON PSYCHIATRIC DISORDERS 2 2 50
MPS441F ASIAN HEALING PRACTICES AND PSYCHOTHERAPY 2 2 50
MPS441 G COMMUNITY MENTAL HEALTH IN THE GLOBAL SOUTH: CURRENT
2 2 50
TRENDS AND CHALLENGES
MPS451 PSYCHODIAGNOSTIC LAB - II 4 4 100
MPS471 SEMINAR AND PUBLICATION 0 2 50
MPS481 SUPERVISED CLINICAL PRACTICUM 0 8 200
MPS483 CLINICAL INTERNSHIP 0 2 50
Total - 10 22 550
MPS111-ACADEMIC WRITING AND RESEARCH SKILLS
Course Description: This Course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of
his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. This
Course will therefore seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide
students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others.
Course Objectives:
● To identify and practice the elements, style and language of academic writing.
● To practice and engage in various forms of academic writing.
● To develop an ability to write in scientific style.
Course Outcomes
Unit I:
Introduction to Academic Writing: An overview of the current status of academic writing and its importance; different approaches and
processes; key issues: plagiarism, biases and frequent errors. Guidelines and rules in Academic Writing: Introduction to style and formatting
guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of
academic courses
Unit II:
Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific poster presentations; reflective, analytic and
descriptive reports; book review; film review; tables and graphs in academic courses; Experiential Learning as Assessment Strategies:
Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc.
Essential References
1. Bailey, S. (2011). Academic writing : A handbook for international students.3rdEdition. NewYork : Routledge.
2. Publication Manual of the American Psychological Association (6 th ed.). (2009). Washington, DC: American Psychological
Association.
Recommended References
Evaluation Pattern
Course Description: This course has been conceptualized in order to inculcate awareness about legal and ethical aspects of practicing
Clinical Psychology in India. It highlights the commonly encountered ethical dilemmas in clinical practice and facilitates ethical decision
making in a multicultural context. The courses also addresses licensure and certification issues in clinical psychology practice in India.
Course Objectives:
● This course will help the learner to gain a familiarity with foundations of ethics, historical violations of ethical principles in research
and practice, commonly encountered ethical dilemmas in research and clinical practice.
● It will help the learner gain awareness about different codes of ethics and develop a personal ethical decision- making model to
resolve ethical dilemmas.
Course Outcomes
Practice issues
Ethics and the personal context: Morals, Virtues, Emotions; Developing a personal model for ethical decision making; Multiple relationships
and Boundary issues, Close Encounters, Attraction, & Sexual Misconduct; Psychotherapy contract: Informed consent, confidentiality and
guidelines for contacting; Ethics and confidentiality in digital age, Ethics in online therapy
Essential References
1. American Psychological Association. (2010). Ethical Principles of Psychologists and Code of Conduct.
http://www.apa.org/ethics/code/principles.pdf
2. Bhola,P.& Raguram ,A.(Eds.) (2016). Ethical Issues in Counselling and Psychotherapy Practice Walking the line .New Delhi:
Springer
3. Rehabilitation Council of India(2000).RCI Amendment Act 2000.Retrived from
http://www.rehabcouncil.nic.in/writereaddata/RCI_Amendments_ACT.pdf
4. The Mental Health Care Act (2017). Available from:
http://www.prsindia.org/uploads/media/Mental%20Health/Mental%20Healthcare%20Act,%202017.pdf.
Recommended References
1. Pope, K, S., and Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counseling, a Practical Guide, 5th edition. New Jersey: Wiley.
Evaluation Pattern
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of
33/65 including class participation to be eligible to write the ESE.
End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)
MPS132-DEVELOPMENTAL PSYCHOLOGY
The Developmental Psychology course for Clinical Psychology builds upon principles of human development acquired at the undergraduate
level. This course examines research in developmental psychology as it applies to real-world situations. The goal is to acquire a greater
understanding of factors influencing development, such as biological, hereditary, environmental, or cultural effects that describe, explain and
predict developmental changes in humans over the lifespan. The focus will almost exclusively be on typical development. As such, the course will
not focus on therapeutic approaches, interventions, or clinical populations. We will examine how knowledge of developmental perspectives can
inform parenting decisions, education, public policy, interventions and clinical practice. As this course is only a semester-long, it would be
impossible to cover in-depth the entire field of applied developmental psychology. Instead, we will focus on selected topics related to child and
adolescents in cognitive development and socio-emotional development, and have separate discussion adulthood and aging theories and its impact
on adult development.
Course Outcomes
2. Demonstrate an understanding of the major cognitive and socio-emotional theoretical perspectives on human development and will be able
to understand the diversity of experiences that shape development
3. Explain the cognitive, cultural, environmental and social factors that influence development throughout the lifespan.
Cognitive Development
Jean Piaget : A constructivist approach ; Objects and Space: Object Permanence, metacognitive thinking, personal fableness and adolescent risk
behaviour; Vygotsky: A social contextual approach; Criticisms and application, Neo-Piagetian work Robbie Case, Changes in adult cognitive
development-Schaie and William Perry,; Play and play patterns
Social cognition: Intentionality; Theory of mind, Favell’s perspective taking, false belief task, self-control; Moral development, reasoning and
Prosocial behavior- Paiget, Kohlberg, & Gilligan; teaching moral values; Intentionality, Self and social understanding- self-concept,
self-perception, peer relationship and identity- Erickson, Marcia’s Identity status; health adolescent identity development- positive youth
development model; Gender development-Bell; Sex differences and gender role socialization, sexuality, gender fluidity
Unit-3 Teaching Hours:15
Socio-emotional Development
Emotional development- still face experiment, emotional regulation and dysregulation, temperament, cycle of aggression, goodness of fit,
attachment theories and styles- Bowlby, Ainsworth, and Winnicot; factors that affect attachment-quality time and opportunity for attachment, infant
characteristics, parents internal working model, family environment; Caregiving and Parenting-Diana Baumrind, impact of parenting, issues-
co-sleeping, disciplining, abuse, resilience; the role of culture; Bronfenbernner’s Ecosystems model and importance of having a developmental lens
Development during Adulthood, Emerging Adults-Arnett, Bio-psycho-social model of development and developmental tasks- Robert Havighurst,
Career and vocation changes-Super Donald, Life stages-Levinson, Erickson; Mid Life Crisis, adult attachment patterns and relationships; Sexuality
and Menopause; Coping with death and dying- Kubler Ross; Aging- positive and successful aging; gains and losses in later adult life
Essential References
1. Berk, L. E. (2016). Exploring lifespan development. Pearson.
2. Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Pearson.
3. Santrock, J.W. (2011). A topical Approach to life-Span Development. Tata McGraw-Hill Edition.
Recommended References
2. Dixon, W. E. (2003). Twenty studies that revolutionized child psychology. Prentice Hall.
3. Feldman, R. S. (2015). Discovering the life span. (Third Edition). Pearson Global Education.
5. Newman & Newman (2003). Development through life: A Psychosocial Approach. Thomson Wadsworth.
Additional Information
The Primary instructional strategies include lectures, in-class and threaded (LMS) discussions, student presentations, application, and
occasional activities. Meaningful engagement in this course will require careful review of assigned texts and learning resources and systematic
reflection prior and post to class.
Evaluation Pattern
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the
CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including
class participation to be eligible to write the ESE.
This course is offered to students in the first semester to introduce them to the tradition of quantitative research in psychology. It begins by
discussing the philosophical foundations of quantitative research followed by the scientific basis of research. Students are expected to see the links
between scientific process of research and development of clinical psychology. Students will be introduced to research designs and process of
research in quantitative methods. The course also provides opportunities to practice skills of research in laboratory setting.
Course Outcomes
• Demonstrate knowledge of research designs in quantitative research and the scientific process of research
• Differentiate various data collection and sampling methods employed in quantitative research
Philosophical roots of quantitative research; History of scientific research in psychology; Definition of research; Purpose and need of psychological
research. Experimental, Exploratory, Correlational and descriptive research in psychology; Ethical issues in psychological research
Conceptualization, operationalization and measurement; Causality and experimentation; Definition and nature of variables; ;operationally defining
variables; Independent variables; Dependent variables; formulation of research problems and hypothesis ; Different types of hypothesis ;
Experimental manipulation and control of variables; steps in quantitative research (5 hours of lab work dedicated to developing problem statement
and a hypotheses is suggested)
Population and sample: Basic assumptions; Sampling distribution; Sampling techniques: probability and non-probability sampling; Methods of data
collection: observational methods, surveys, questionnaires, interviewing methods, case study methods, and psychometric tests.
UNIT 4 Teaching Hours:15
Adequate vs Inadequate (faulty) research design;Types of experimental design based on subjects and factors; Within-subjects, between subjects,
single-subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Mixed
design (8 hrs )
Essential References
1. Gravetter,F. J., & Forzana, L. A. (2015). Research methods for behavioral sciences (5 ed.). Stamford, CT:Wordsworth cengage
learning .
2. Bordens, K. S., & Abbott, B.B. (2006). Research and design methods: A process approach(6 ed.). New Delhi: Tata McGraw-Hill Company
Limited
3. Goodwin, C. J. (2002). Research in psychology: Methods and design (3rd ed.). New Jersey: John Wiley & Sons, Inc.
4. Coolican, H.(2004). Research methods and Statistics in Psychology. London: Hoddes Arnold
1. Breakwell, G. M., Hammond, S., Fife-Shaw, C., & Smith, J. A. (Ed.). (2006). Research methods in psychology (3 ed.). New Delhi:
Sage.
2. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6 ed.). New York:
McGraw-Hill.
3. Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2ed.). Boston: Houghton
Mifflin Company.
4. Rosnow, R. L., & Rosenthal, R. (2002). Beginning behavioral research: A conceptual primer (4ed.). New Jersey: Prentice Hall.
5. Singh, A. K. (1997). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and
Distributors.
Additional Information
Evaluation Pattern
Evaluation Pattern:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the
CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including
class participation to be eligible to write the ESE.
MPS134-COGNITIVE PSYCHOLOGY - I
This course is part of the first years master's program in Clinical Psychology and comprises a core methodology that underlies the
understanding of both normal and abnormal human behaviour. This course contributes to the Clinical Psychology program objectives of (a)
developing domain knowledge (b) enhancing observation skills and critical analysis (c) inculcating evidence-based inference and finally (d)
enhances self awareness and self regulation. At the same time the course also exemplifies the University expectation of excellence and
service and contributes to the following graduate attributes of academic excellence, professional excellence and personal enhancement.
This course will provide students with an understanding of normal mental processes and their relationship to brain, mind and behavior. This
course will give an overview antecedents and influences on Cognitive Psychology and the basic concepts from an information-processing
and computational perspective. Domain wise understanding of cognition will be highlighted in the understanding of attention and
perception. The course will require the use of labs and experiments to demonstrate concepts in the course. Application to the practice of
evaluating behaviour in the context of clinical psychology will be highlighted in this course.
Course Objectives:
● Recognize, understand and define the basic concepts of Cognition
● Understand and Analyze the use of models and experiments to study cognition
● Apply that knowledge to critically evaluate functional cognitive processes
● Develop scientific mindedness, self awareness and self regulation
Course Outcomes
Essential References
● Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley & Sons.
● Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory. 6th Edition. SAGE Publications, Inc.
● Kellogg, R.T. (2012) Fundamentals of Cognitive Psychology. 2nd Edition, Sage South Asia.
● Smith, E. E. & Kosslyn, S (2013). Cognitive Psychology: Pearson New International Edition: Mind and Brain, Pearson.
● Goldstein B E (2010). Sensation and Perception (8th Edition) Wadsworth.
● Solso, R, L. (2014) Cognitive Psychology. 8th Edition. Pearson Education.
● Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology: A Student's Handbook. 7th Edition. Psychology Press.
● Reed, S.K. (2007). Cognitive theories and applications. International Edition. 8th edition. Wadsworth.
Recommended References
● Lamberts K & Goldstone R L (2005) (Eds). Handbook of Cognition, Sage, London.
● Millar S (2008) Space and Sense. Essays in Cognitive Psychology. Psychology Press, England.
● Stevens S, S. (1966) ( Ed) Hand book of Experimental Psychology, Wiley.
● Woodworth R S & Schlosberg H (1954). Experimental Psychology.
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of
33/65 including class participation to be eligible to write the ESE.
End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)
MPS135-BIOLOGICAL FOUNDATIONS OF BEHAVIOUR - I
This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological psychology to create an
understanding of the underlying biological foundations of human behavior.
Course objectives: The course is intended to help the learner
Course Outcomes
UNIT I: Introduction
The origins of biopsychology, Nature of biological psychology, basic cytology and biochemistry, Mind Brain relationship, Methods of study of
research in biopsychology-anatomical methods, degeneration techniques, lesion techniques, chemical methods, stereotaxic surgery,
micro-electrode studies, oscilloscope, polygraph, scanning methods & Ethical issues in research.
Essential References
1. Carlson, N.R. (2004). Physiology of behaviour (8th.ed.). Boston: Allyn & Bacon.
2. Schneider M Alles (1990). An introduction to Physiological Psychology (3rd Edition) USA: Random House.
Recommended References
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of
33/65 including class participation to be eligible to write the ESE.
End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)
MPS136-QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY
Course Outcomes
Essential References
1. Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA:
Sage.
2. Ritchie, J., Lewis, J., McNaughton Nicholls, C., & Ormston, R. (2014). Qualitative research Pactice A guide for social science
students and researchers (2nd ed.). New Delhi: Sage Publication Limited.
Recommended References
1. Bryman,A (Ed.)(2007) Sage Benchmarks in social science research methods Vol.I,Vol.II ,Vol,III,and Vol. IV.New Delhi : Sage
Publications
2. Kvale,S.(Ed.) (1997).Psychology & Post-modernism. New Delhi:Sage Publications
3. McGhee, P. (2001). Thinking critically about qualitative research in psychology. In P. McGhee, Thinking psychologically
(pp.98-111). New York: Palgrave
4. Smith,J.A.(ed.)(2003).Qualitative psychology: A practical guide to research methods.New Delhi: Sage.
5. Smith,J.A., Harre,R., & Langenhove,L.V.(eds.).(1995).Rethinking methods in psychology. NewDelhi:Sage.
6. Willig,C.(2001).Introducing qualitative research in psychology: Adventures in theory and method. Buckingham:Open University
Press.
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of
33/65 including class participation to be eligible to write the ESE.
End Semester Examination (ESE)
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+ESE)
MPS181-COMMUNITY SERVICE
Course Description
In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service.
Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children,
adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on
their interactions are an integral part of this course. Student engagement will be assessed by the supervisor.
Course objectives
This course will help the learner
Course Outcomes
After the completion of this course the students will be able to:
Field work
Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and
mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they
affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements
will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning.
Reflection
Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or
overall experience of the student. It guides students towards greater personal development by coming to a better understanding of their own
values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal
and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups
at the end of this course using the following guidelines.
Reason for choosing the organization
•The planning phase of service-learning initiatives
•Logistics for the initiative of the action
•Stakeholders/beneficiaries
•Execution of the action initiative
•Specific learning outcome
•Evaluation
Essential References
1. Pawar, M. (2014). Social and Community Development Practice (1st ed.). Los Angeles: SAGE India.
2. America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities. 909 North Washington
Street, Suite 400, Alexandria,VA 22314-1556.
Recommended References
1. Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service-Learning in Higher Education. The Journal of Higher Education,
67(2), 221-239.
2. Swaminathan, M., & Baksi, S. (2018). How Do Small Farmers Fare? – Evidence from Village Studies in India. New Delhi: Tulika
Books.
3. Sarkar,S. (2015). Social Problems in India (1st ed). Kalpaz Publications.
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to
pass the course.
MPS211-RESEARCH PROPOSAL
Course Description: In this course the students are required to identify and select a topic of their interest to conduct research on.
Course Objectives:
Course Outcomes
Essential References
Recommended References
Evaluation Pattern
Course Description: This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology.
The use of diagnostic assessments using both DSM V and ICD 10 will be explored in this course. Students will also be encouraged to
integrate the bio-psycho-social model of health and illness with clinical interventions.
Course objectives:
● To understand the etiology and current classificatory systems of mental disorders
● To learn about the different symptoms, course and prognosis of mental disorders
Course Outcomes
Unit III: Psychopathology of substance related and addictive disorders and feeding and eating disorders
Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment.
Feeding and Eating disorders- Anorexia and Bulimia, Binge eating disorder.
Demonstration lab
Assessment in addictions, Motivational Interviewing.
Unit-4 Teaching Hours:15
UNIT IV: Psychopathology of Adult Personality Disorders, sexual dysfunctions and gender dysphoria.
Clinical characteristics, etiology and theories of cluster A, B and C personality disorders. Differences in ICD and DSM V. Clinical
characteristics, etiology of sexual dysfunctions, gender dysphoria and paraphilias.
Demonstration Lab
Use of IPD, Clinical rating scales for personality disorders
Essential References
1. Ahuja N (2002). A short textbook of Psychiatry (5th edition). New Delhi. Jaypee Brothers.
2. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.).
Philadelphia: Lippincott Williams & Wilkins.
Recommended References
1. Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Delhi: Pearson Education, Inc.
2. Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd Ed.). New York: Kluwer Academic publishers.
3. Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. London: Oxford University Press.
4. Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA: Wadsworth/Thomson learning.
5. American Psychological Association. (1998). Diagnostic and statistical manual of mental disorders (4th .ed.): text revision
(DSM-1V-TR). New Delhi: Jaypee Brothers Medical Publishers (pvt) Ltd
Evaluation Pattern
MPS233-PSYCHOLOGICAL MEASUREMENT AND STATISTICS
● The central objective of the course is to provide an introduction to the construction and validation of psychological measurements
and an exposure to quantitative analysis techniques. The course also aims to enhance the skills of the students in data analysis
manually as well as with the aid of software including EXCEL and SPSS.
● The classes will focus on the fundamental principles of psychological measurements and statistics, theory behind test construction,
psychometric test development, and data entry, data editing and analysis, exclusively quantitative.
● The students will learn to construct and validate scales, inventories, and questionnaires, and to establish the psychometric properties.
● The students will also be exposed to a broad range of statistical tools and packages that can be used for data analysis in clinical
research and experiments.
Course Outcomes
Descriptive Statistics
Definition and purpose of psychological statistics; Measures of central tendency and variability; Correlation: product-moment, point-biserial,
phi, biserial, tetrachoric, spearman’s correlation coefficients; EXCEL & SPSS- Data entry and Descriptive statistical analysis, Reporting
Statistics
Inferential Statistics
Probability distribution and normal curve; Levels of significance, type – I and type – II errors, one-and two-tailed tests ;Parametric and
non-parametric tests of significance; Statistical analysis of single - sample study: testing a sample mean by t-test; Statistical analysis of
two-sample experiments: the independent samples t-test, the dependent-sample t-test; Statistical analysis of complex experiments: analysis of
variance – F test (computing and interpreting one-way, two-way ANOVA and their logic);MANOVA and Post-hoc tests; SPSS- inferential
statistical analysis, APA style of report writing
Essential References
1. Gravetter, F.J., & Wallnau, L.B. (2002). Essentials of statistics for the behavioral sciences (4th ed.). Pacific Grove, CA:
Wadsworth/Thomson Learning
2. Coolican, H.(2004).Research methods and Statistics in Psychology. London: Hoddes Arnold
3. Anastasi, A.& Urbina,S(1997).Psychological testing .New Delhi: Pearson Education Asia
4. Gregory, R.J (2004).Psychological testing. History, principles and applications. New Delhi: Pearson Education Asia
5. Garrett,H.E (2005).Satistics in psychology and Education. New Delhi: Paragon international Publishers.
Recommended References
1.Aron, A. & Aron, E.N. (1994). Statistics for psychology. New Jersey: Prentice Hall.
2.Cohen, R.J., & Swerdlik, M.E. (2005). Psychological testing and assessment: An introduction to tests and measurement (6th ed.). New
York: McGraw-Hill.
3.Heiman, G.W. (2001). Understanding research methods and statistics: An integrated introduction for psychology (2nd ed.). Boston:
Houghton Mifflin Company.
4.Kaplan, R.N.,& Saccuzzo, D (2001). Psychological Testing, Principles, Applications and issues. New York Kerlinger, N. (1996).
Foundations of behavioural research. India: Prentice Hall
5.King, B.M., & Minium, E.M. (2003). Statistical reasoning in psychology and education (4th ed.). New Jersey: John Wiley & Sons, Inc.
6.Leong, F.T., & Austin, (1996). The psychology research handbook: A guide for graduate students and research assistants. Delhi: Sage
Publications
7.Levin, J., & Fox, J.A. (2006). Elementary statistics in social research (10th ed.). New Delhi: Pearson Education.
8.McCall, R.B. (2001). Fundamental statistics for behavioral sciences (8th ed.). Belmont, CA: Wadsworth/Thomson Learning.
9.Miles, J. (2001). Research methods and statistics. Exeter: Crucial
10.Murphy, K.R., & Davidshofer, C.O. (2001). Psychological testing: Principles and applications (5th ed.). New Jersey: Prentice Hall.
11.Schweigert, W.A. (1997). Research methods psychology: A handbook. Delhi: Sage Publications
12.Singh, A.K. (1997). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and
Distributors
Evaluation Pattern
Course Description: This course is part of the second semester of the master's program in Clinical Psychology and aims to discuss complex
cognitive processes that underlie both normal and abnormal human behaviour. This course contributes to the following Clinical Psychology
program objectives (a) developing domain knowledge (b) enhancing observation skills and critical analysis (c) inculcating evidence-based
inference and finally (d) enhances self awareness and self regulation. At the same time the course also exemplifies the University
expectation of excellence and service; and contributes to the graduate attributes of academic excellence, professional excellence and
personal development.This course continues from Cognitive Psychology-1 and furthers learning on higher cognitive functions. This course
will continue to highlight information-processing and computational perspectives while examining Memory, Language, Problem Solving,
Reasoning and Decision Making. The topics will also include an understanding of the neuroscience of Cognition. This course will require
the use of lab and experiments to demonstrate concepts in the course. Applications related to evaluating cognitive processes and their
relevance to the practice of clinical psychology would be highlighted.
Course objectives: The course will help the learner
● Recognize, understand and define the concepts of high cognition (Memory, Language, Reasoning, Thinking, Problem Solving,
Decision Making)
● Understand and Analyze models and experiments to study topics in Cognition
● Apply that knowledge via experiments to critically evaluate functional cognitive processes
● Develop scientific mindedness, self awareness and self regulation
Course Outcomes
By the end of the course the learner will be able to:
● Define and describe normal mental processes and contrast it to disordered states.
● Describe and Compare the theories in written and oral form.
● Infer connections between brain, mind and behaviour and demonstrate such relationships through observations and experiments.
● Analyze and critically evaluate models of cognitive processes and make predictions.
● Use available experimental tools and describe their importance and utility
● Create hypotheses based on the theories and evaluate cognitive processes using experiments.
● Present the arguments and conclusions based on evidenced gathered through literature or data.
Memory
Architecture of Memory, Working Memory and Levels of processing; Remembering: Autobiographical and eyewitness memories; traumatic
and false memories, Confabulation; Forgetting: Reproduction and reconstruction in memory, Theories of forgetting; Models of Knowledge
Representation: Semantic Memory, Episodic Memory, Procedural (Implicit and Explicit); Models of memory for new information: General
approach, Simple association models and SAM model; Prospective Memory – Event based, Time based, Current model; Mnemonics and TOT;
Metacognition
1. Matlin M W (2013) Cognitive Psychology. 8th Edition. John Wiley & Sons.
2. Galotti, K.M. (2017). Cognitive Psychology In and Out of the Laboratory. 6th Edition.SAGE Publications, Inc.
3. Eysenck M.W. and Keane M.T. (2015) Cognitive Psychology : A Student's Handbook. 7th Edition. Psychology Press.
4. Kellogg, R.T. (2012) Fundamentals of Cognitive Psychology. 2nd Edition, Sage South Asia.a
5. Smith, E. E. & Kosslyn, S (2013). Cognitive Psychology: Pearson New International Edition: Mind and Brain, Pearson.
6. Reed, S.K. (2007). Cognitive theories and applications. International Edition. 8th edition. Wadsworth.
Recommended References
1. Purves et al. (2008) Principles of Cognitive Neuroscience: 1st (first) Edition Sinauer Associates.
2. Benjafield J. C. (2007) .Cognition, Third Edition. Oxford University Press.
3. Howes M B (2007) Human Memory. Structures and images. Sage
4. Neath I & Surprenant A M (2003). Human Memory, Second Edition, Wadsworth.
5. Sternberg R J & Pretz J E (2005) (Eds) Cognition and Intelligence Cambridge University Press.
Evaluation Pattern
MPS235-BIOLOGICAL FOUNDATIONS OF BEHAVIOR - II
Course Description: This Course intends to familiarize students with an introductory knowledge of the topics and methods of biological
psychology to create an understanding of the underlying biological foundations of human behavior
Course Objectives: At the end of this course, students will be able to:
Course Outcomes
Biopsychology of Motivation
Hunger –theories, neural signals; Thirst-neural mechanisms; Human obesity. Anorexia nervosa Sex- hormones and sexual development, neural
mechanism of sexual behavior, sexual orientations, hormones and the brain.
Essential References
1. Carlson, N.R. (2004). Physiological of behaviour (8 th .ed.). Boston: Allyn & Bacon.
2. Kalat, J.W. (2004). Biological psychology (8 th .ed.). Belmont: Wadsworth/Thomson learning.
Recommended References
MPS251-PSYCHO DIAGNOSTIC LAB - I
Course Description: This course will cover issues in the assessment of personality using self report measures and cognitive functions such
as intelligence and memory. This course is meant to provide students with skills of administering, scoring ,interpreting and conveying report
in clinical settings using simulated labs and field exposure. A part of this course will be linked to community service course where students
will conduct free assessment camps in community settings such as schools catering to poor students; NGO’s working with children etc
The basic objective of this course is
Course Outcomes
Assessment of Personality
Sixteen Personality Factor Questionnaire (16PF), Myers Briggs Type Indicator (MBTI), Eysenck’s Personality Questionnaire- Revised
(EPQ-R), Minnesota Multiphasic Persoanlity Inventory (MMPI), Neo Five Factor Inventory (Neo FFI)
Essential References
1. Groth – Marnat, G (2003). Handbook of Psychological Assessment.John Wiley & Sons Inc., Hoboken, New Jersey
Recommended References
1. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and Issues. 7 th Edition, Wadsworth, Belmont,
USA
Evaluation Pattern
Course Outcomes
At the end of the course students will be able to
1. Conduct a clinical interview and create a structured assessment report including case history and MSE.
2. Formulate diagnoses and differential diagnoses
3. Develop a psychodiagnostic formulation
4. Demonstrate active listening skills
5. Develop treatment plans
6. Initiate therapeutic goals with clients using a CBT Approach
Essential References
1. American Psychiatric Association (2012) Diagnostic and Statistical Manual for Diseases – 4 TR, APA, Jaypee, New Delhi
2. Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a multicultural
society. Cengage
Recommended References
1. Green.,Ben.(1996).Problem - based Psychiatry.B.I.Churchill Livingstone Pvt Ltd, New Delhi.
Additional Information
CIA Evaluation
CIA 1: Case submission –five cases (four assessments along with a brief summary of the cases and one detailed workup with diagnostic
formulation) -25 Marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, they will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of
33/65 including class participation to be eligible to write the ESE.
MPS331-PSYCHOTHERAPY-I
Psychotherapy-1 is a post graduate course offered in the third semester to students of Clinical Psychology (MPCL). The course aims to
integrate the theoretical knowledge imparted through prior courses such as History and Philosophy of Clinical Psychology (MPS 131),
Theories of Personality (MPS 132), Biological foundations of Behaviour (MPS 135, MPS 235), Law and Ethics in Clinical Psychology (MPS
231), Psychopathology-1 (MPS 232) and Psycho Diagnostic Lab (MPS 251) with therapeutic skills than can be applied in clinical settings,
thereby fostering graduate attributes of academic excellence while upholding the vision of the department by nurturing professional
development. Furthermore, it builds upon essential elements of functional competencies, ethical and reflective practise within the
scientist-practioner model. This course has been conceptualized with an intention to orient students to the theoretical foundations, processes,
skills and techniques underlying different psychotherapeutic approaches for the treatment and care of persons with mental illness. A review of
evidence-based practices for psychological interventions, ethical dilemmas in decision making, legal mandates for therapeutic professions and
reflective practices in psychotherapy will explored. Designed as an introductory course in psychotherapy, it allows students to walk the bridge
that connects theory with practise and in turn helps them comprehend and reflect on the psychotherapeutic assessments and interventions
during their clinical internship
This course will help the learner understand
· The elements of psychotherapeutic process
· Theoretical foundations underlying different psychotherapeutic approaches
· Therapeutic skills and techniques unique to each psychotherapeutic approach
· Evidence based practices for psychological interventions and their specific areas of application
· The ethical guidelines that govern decision making during the therapeutic process
· The need and significance of reflective practices in psychotherapy
Course Outcomes
Psychodynamic therapies
Psychoanalytic, Brief Analytic, Object-Relations, and Interpersonal Approaches
Unit-3 Teaching Hours:15
Humanistic Therapies
Client-Centered, Existential and Gestalt therapies
Essential References
Essential references:
1. Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.).Boston, USA: Cengage Learning.
2. Barlow, D. (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual (5th ed.). New York: The Guilford
Press.
Recommended References
Recommended references:
1. Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook (7th ed.). USA:Wiley.
2. Herlihy, B., & Corey, G. (2014). Boundary Issues in Counseling: Multiple Roles and Responsibilities, (3rd ed.). USA: Wiley.
3. Corey, G. (2012). Case Approach to Counseling and Psychotherapy (8th ed.). USA:Brooks/Cole Cengage Learning.
4. Corey, G., Haynes, R., Moulten, P., & Mouratori, M. (2010). Clinical Supervision in the Helping Professions: A Practical Guide (2nd ed.).
USA: Wiley.
5. Corey, G., & Schneider Corey, M. (2008). I Never Knew I Had A Choice: Explorations in Personal Growth (9th ed.). USA: Brooks/Cole
Cengage Learning.
6. Yalom, I. (2012). Love’s Executioner & Other Tales of Psychotherapy (2nd ed.). New York: Basic Books.
7. Corey, G., Schneider Corey, M., & Callanan, P. (2010). Issues and Ethics in the Helping Professions (8th ed.). USA: Brooks/Cole Cengage
Learning.
8. Yalom, I. (2009). The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients (1st ed.). USA: Harper Collins
ebooks.
9. Feltman, C. (2017). The Sage Handbook of Counselling and Psychotherapy (4th ed.).USA: Sage.
Evaluation Pattern
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, they will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of
33/65 including class participation to be eligible to write the ESE.
MPS332-PSYCHOTHERAPY-II
Course description: This course has been conceptualized in order to critically address theory informing group and family therapy and facilitate
the development of mastery n developing treatment plans based on empirical research. This Course is meant to provide students of clinical
psychology an opportunity to examine the theoretical underpinnings of group and family therapies. Students will be encouraged to view the
historical and cultural contexts within which group psychotherapy and family and marital therapy (including couples counseling) has
emerged.
Course objectives: This course will help the learner to
Course Outcomes
Course outcomes: By the end of the course the learner will be able to:
● Understand the historical aspects of family and group therapy
● Assess family and group dynamics in a structured manner
● Critically analyze the nature of theory informing couples, marriage and family therapy
● Develop treatment plans for couples and families.
● Examine the relevance of group therapy as a preferred treatment plan for clientele with psychological dysfunctions.
Introduction
Historical and cultural contexts for the development of Couples, Family and Group therapy. Developmental frameworks in Couples, Family and
Group therapy.
Assessment
Couples Therapy
Couples Therapy: Theoretical frameworks, Issues and therapeutic approaches for working with couples. Evidence based practice in couples
therapy, Treatment planning, Emotion FOcused Therapy, Gottman's approach to family therapy
Family Therapy
Family Therapy: Major Dominant theories of Family Therapy - classical, post modern and social contructivistic approaches.
Group Therapy
Group Therapy: Theories of group therapy, emergence of group interventions as de facto forms of treatment and brief forms of group therapy;
Treatment planning using Group interventions – choice of treatment and modality. Review of evidence based models in Group therapy
Essential References
1. Nichols, P.M & Schwartz C.R (2006). Family Therapy –concepts and methods, 7 th edition, Allyn and Bacon, Boston, Pearson
education, Inc.
2. Corey, G (2008) Theory and Practice of Group Psychotherapy, 8 TH edition, Pacific Grove, CA: Brooks/Cole.
Recommended References
Evaluation Pattern
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to
repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and get a minimum of 33/65 including
class participation marks to be eligible to write the ESE.
Course Description: This course introduces students to mental health issues in clinical psychology by introducing clinical psychopathology.
The use of diagnostic assessments using both DSM V and ICD 10 will be explored in this course. Students will also be encouraged to
integrate the bio-psycho-social model of health and illness with clinical interventions.
Course objectives:
● To understand the etiology and current classificatory systems of mental disorders
● To learn about the different symptoms, course and prognosis of mental disorders
Course Outcomes
Unit III: Psychopathology of substance related and addictive disorders and feeding and eating disorders
Clinical characteristics, etiology, models of addiction, assessment in addiction. Motivational intervention and behavioral assessment.
Demonstration lab
Assessment in addictions, Motivational Interviewing.
Essential References
1. Ahuja N (2002). A short textbook of Psychiatry (5th edition). New Delhi. Jaypee Brothers.
2. Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.).
Philadelphia: Lippincott Williams & Wilkins.
Recommended References
1. Hecker, S.E. & Thorpe, G.L. (2005). Introduction to clinical psychology: Science, practice & ethics. Delhi: Pearson Education, Inc.
2. Adams, H.E., Sutker, P.B. (2001). Comprehensive handbook of psychopathology (3rd Ed.). New York: Kluwer Academic publishers.
3. Millon, T., Blaney, P., & Davis, R.D. (1998). The oxford textbook of psychopathology. London: Oxford University Press.
4. Smith, N.W. (2001). Current systems in psychology: History, theory, research & applications. USA: Wadsworth/Thomson learning.
5. American Psychological Association. (1998). Diagnostic and statistical manual of mental disorders (4th .ed.): text revision
(DSM-1V-TR). New Delhi: Jaypee Brothers Medical Publishers (pvt) Ltd
Evaluation Pattern
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to
repeat the CIA again before moving to the next CIA. TThe student must pass all the CIA components with a minimum overall CIA mark of
33/65 including class participation to be eligible to write the ESE.
Course Description
Course Description: This course aims at providing students with the skills of clinical interviewing, focusing on specific techniques and techniques to
interview specific clinical population and help them prepare for clinical work in their practicum.
Course Objectives:
1. Understand and develop skills of assessment and case history taking in specific clinical population.
Course Outcome:
1. Conduct a clinical interview and create report including case history and MSE for Children.
2. Develop skills to interview difficult patients.
3. Develop specific interview techniques promoting patient doctor relationship.
4. Demonstrate motivational interviewing skills.
Unit 2:
Motivational Interviewing Teaching Hours: 30
What is motivational interviewing, The method of Motivational Interviewing, Engaging, Focusing, Evoking and Planning. Motivational
Interviewing in everyday practice.
Textbooks and Reference Books
William, R. M & Stephen, R. (2013) Motivational Interviewing; Helping People with change New York, NY: Guilford Press.
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry (Eleventh
edition.). Philadelphia: Wolters Kluwer.
Ivey, A., Ivey, M., & Zalaquett, C (2009). Intentional Interviewing and counseling :Facilitating client development in a multicultural society.
Cengage
Evaluation Pattern
Continuous Internal Assessment (CIA) - 70%
End semester Viva Voce - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, they will have to repeat the
CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including
class participation to be eligible to write the ESE.
End Semester Viva
The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course.(CIA+End Semester Viva)
Course Code: MPS 341 A Course Title: Elective: Behavioral Therapy for developmental Disorders
The course on ‘Behavioral Therapy for Developmental Disorders’ is designed to equip the student to identify different types of
neurodevelopmental Disorders and the develop the skills in the assessment and interventions using different treatment approaches. Objectives
will be measured with help of clinical practices and reporting. Critical aspects of Professional Conduct in the practice with children with
developmental disabilities will be highlighted.
Course outcomes: By the end of the course the learner will be able to:
● Demonstrate understanding of the nature and needs of Developmental Disabilities. Elaborate the characteristics of persons with
Intellectual Disability (ID), Specific Learning Disability (SLD) and Autism Spectrum Disorder(ASD)
● Describe the causes and prevalence of ID, SLD and ASD.
● Discuss the different types of ID, SLD and ASD
● Demonstrate understanding of educational considerations of persons with ID, SLD and ASD
Understanding different types of Developmental disorders (ID, SLD, ASD); Measurements of behavioral symptoms; permanent-product
recording procedures; Practical exposure: Conduct assessment and identify the treatment plan
UNIT 2 Current Therapeutic Trends (15 hours)
Understanding therapeutic skills and methods- cognitive and metacognitive skills, perceptual skills, social skills; promoting inclusive practices;
ABA Therapy; Floor time; PECS; Relationship Development Intervention; Joint Attention Symbolic Play Engagement Regulation (JASPER);
Discrete Trial Training; Pivotal Response Treatment; Social Story; Technology based intervention
Report writing for assessment and intervention process; Considering ethical aspects of intervention; Supervision on the clinical cases
References:
● Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi. District Primary Education Programme (2001). A
report on national level workshop: Towards inclusive schools in DPEP. Noida: Ed.CIL.
● Flint,j.Wilkie,A.O.M,Buckle,V.J,Winter (1995) The detection of sub telomeric chromosomal rearrangements in idiopathic mental
retardation. Nature Genet. 9:132-140.
● Grey CA, Garand JD (1993). “Social Stories: improving responses of students with autism with accurate social information”. Focus on
Autistic Behavior. 8 (1): 1-10.
● Hirisave U, Oomen A, Kapur M. Psychological assessment of children in the clinical setting. 1st ed. Bangalore: Nimhans; 2002, p. 79-80
● Jayachandran, P., Vimala (1995 and 2000). Madras Developmental Programming System,Vijaya Human services, 6 Lakhmiperam Street,
Chennai14.
● Juneja M, Mishra D, Russell P, Gulati S, Deshmukh V, Tudu P, et al. INCLEN diagnostic tool for Autism Spectrum Disorder
(INDT-ASD): Development and validation. Indian Pediatr. 2014; 51:359-65.
● Karanth, P., & Rozario, J. (2003). Learning disabilities in India: willing the mind to learn. Sage Publication, New Delhi
● Kasari C, Freeman S, Paparella T. (2006) Joint attention and symbolic play in young children with autism: A randomized controlled
intervention study. Journal of Child Psychology and Psychiatry;47(6):611-620.
● Koegel LK, Koegel RL, Brookman LI (2005). Child-Initiated interactions that are pivotal in intervention for children with autism. In:
Hibbs ED, Jensen PS, editors. Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical
practice. 2nd ed. pp. 633-657.
● Lakhan R, Ekúndayò OT, Shahbazi M. (2015) An estimation of the prevalence of intellectual disabilities and its association with age in
rural and urban populations in India. J Neurosci Rural Pac t; 6:523-8
● Lerner, J. (2000). Learning Disabilities: Theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin
● Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New Delhi - Discovery Pub.
● Salvador-Carulla L, Reed GM, Vaez-Azizi LM, et al (2011;). Intellectual developmental disorders: towards a new name, definition and
framework for 'mental retardation/intellectual disability' in ICD-11. World Psychiatry 10:175- 180
● Simpson, R. L, Smith Myles, B. (Eds.) (2008). Educating children and youth with autism: strategies for effective practice. (2nd edition)
Pro Ed. Texas.
● The ICD-10 classification of mental and behavioural disorders: clinical descriptions and diagnostic guidelines. Geneva, World Health
Organization, 1992.
● The National Joint Commission on LD. Responsiveness to Intervention and Learning
● Williams, T. (2011). Autism Spectrum Disorders-From Genes to Environment. In Tech, Croatia.
● Wong, B., & Butler, D. L. (2012). Learning about learning disabilities. (4th ed.) Amsterdam. Elsevier Academic Press.
Play Therapy: Contemporary Practice with Children
MPS 341 B
Total Teaching Hours for Semester:30 No of Lecture Hours/Week:2
Max Marks:50 Credits:2
Course Description
This course will prepare students towards therapeutically engage children. This course will also provide insight into the theoretical framework of
Therapeutic play and creative techniques of engagement and processes with focus on guidelines for therapeutic practice with children.
Course objectives:
To understand the person of play therapist and the role of play therapist in therapeutic experience.
To familiarise the guidelines in structuring play therapy room and medias used for therapy.
To understand parent’s role in play therapy process.
To understand basic dimensions of the therapeutic relationship.
Learning Outcome
After completing this course, the learner will be able to:
Engage children through play and creative techniques.
Apply play and creative techniques in everyday life and facilitate self-insight being the person of therapist.
To recommend materials for play therapy room with rationale and to structure play therapy room.
To engage parents in the process of working with children.
Unit 1: History And Development of Play Therapy
Psychoanalytic Play Therapy, Release Play Therapy, Relationship Play Therapy, Nondirective Play Therapy Play Therapy in Elementary Schools,
Association for Play Therapy, Trends in Play Therapy; Play Therapist: Creating Differences, Personality Characteristics, Therapist
Self-understanding, Therapist Self-acceptance, Role of the Play Therapist.
Unit II: The Play Room & Materials
Playroom Location, Playroom Size, Playroom Characteristics, Other Settings for Play Therapy, Rationale for Selecting Toys and Materials,
Categories of Toys, Tote Bag Playroom, Recommended Toys and Materials for the Playroom, Special Considerations, Suggested Titles for the Play
Therapy Program in Schools, Implementing a Play Therapy Program in Schools.
Parent’s Part in the Process: The Parent Interview, Obtain Permission from Legal Guardian, Confidentiality, Psychiatric Referral, Explaining Play
Therapy to Parents. Therapeutic Relationship with the child: Objectives of the Relationship, Making Contact with the Child, The Initial Encounter in
the Waiting Room, Structuring the Relationship in the Playroom, Responding to the Reluctant Anxious Child, The Child’s View of the Play Therapy
Relationship, Questioning Techniques of Children, Explaining the Observation Mirror and Recording, Taking Notes during the Session.
Reference
Landreth G, L. (2012). Play Therapy: Art of Relationship. Routledge; Taylor & Francis.
Evaluation Pattern:
Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he,they will have to repeat
the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course
References
Narrain, A., & Chandra, V. (2015). Nothing to fix: Medicalisation of sexual orientation and gender identity. SAGE Publications India.
Ranade, K. (2018). Growing up gay in urban India. Critical Psychosocial perspectives. Springer Singapore.
Kumar, P. (2021). Sexuality, Abjection and Queer Existence in Contemporary India. Routledge.
Ranade, K., Hastak, Y. Growing Up and Sexual Identity Formation - Mental Health Concerns of lesbian women, In Davar, B.V., Ravindran, S.
(2015). (eds), Gendering Mental Health: Knowledges, Identities, Institutions, New Delhi: Oxford University Press
Sharma H. Are we being trained to discriminate? Need to sensitize doctors in India on issues of gender and sexuality. Research & Humanities in
Medical Education (RHiME). 2018;5: 35-43.
Rianna P. Medical Imagination. Homosexuality in the Indian Journal of Psychiatry. 1970-1980. En-Gender! 2020 3(2): 1-15. Available from:
https://engenderacademia.files.wordpress.com/2020/11/price-finished.pdf
Vanita, R. Queering India: same-sex love and eroticism in Indian culture and society. Routledge;2001.
Ranade, K., Shah, C., & Chatterjee, S. (2016). Making sense: Familial journeys towards acceptance of gay and lesbian family members in India. The
Indian Journal of Social Work, 77(4), 437-458.
Ranade K, Chakravarty S. ‘Coming Out’ of the comfort zone: challenging heteronormativity through affirmative counselling practice with lesbian
and gay clients. In: Bhola P, Raguram A, editors. Ethical issues in counselling and psychotherapy practice. Singapore: Springer Science; 2016. p.
141-54.
Ranade K, Chakravarty S. Gay-affirmative counselling practice: resource and training manual. Mumbai: Saksham; 2013.
American Psychological Association (APA) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People. 2015
United Nations. Universal declaration of human rights. Paris; UNO;1948 Dec 10[cited 2018 Dec 12]. Available
from http://www.un.org/en/universal-declaration-human-rights/index.html
Toonen v. Australia, Human Rights Committee Communication No. 488/1992, U.N. Doc CCPR/C/50/D/488/1992. 1994 [cited 2018 Dec 12].
Available from: http://hrlibrary.umn.edu/undocs/html/vws488.htm
United Nations Human Rights Council. Discriminatory laws and practices and acts of violence against individuals based on their sexual orientation
and gender identity; Report of the United Nations High Commissioner for Human Rights. United Nations General Assembly Document
A/HRC/19/41; 2011 Nov 17 [cited 2018 Dec 10]. Available
from: https://www.ohchr.org/Documents/Issues/Discrimination/A.HRC.19.41_English.pdf
UN High Commissioner for Human Rights. Navi Pillay: “Respond systematically to homophobic violence and discrimination.” 2013 Apr 18 [cited
2018 Dec 12]. Video file. Available from: https://www.youtube.com/watch?v=imuvlSrO4V4
United Nations Human Rights Office. Free and Equal. Stand up for equal rights & fair treatment for lesbian, gay, bi, trans & intersex people
everywhere. 2012. Available from: https://www.unfe.org/
United Nations Secretary-General. Secretary-General’s video message to the Oslo Conference on Human Rights, Sexual Orientation and Gender
Identity.2013 Apr 15 [cited 2018 Dec 12]. Available
from: https://www.un.org/sg/en/content/sg/statement/2013-04-15/secretary-generals-video-message-oslo-conference-human-rights-sexual
Obergefell et al v. Hodges, Director, Ohio Department of Health, et al. No 14 – 556, Supreme Court of the United States. 2015 Jun 26 [cited 2018
Dec 12]. Available from: https://www.supremecourt.gov/opinions/14pdf/14-556_3204.pdf
United Nations Human Rights Council. Report of the Independent Expert on protection against violence and discrimination based on sexual
orientation and gender identity. United Nations General Assembly Document A/HRC/35/36. 2017. Available
from: https://www.ohchr.org/EN/Issues/SexualOrientationGender/Pages/Index.aspx
Evaluation Pattern:
Course Code: MPS 341E Course Title: Elective: Behavioral Medicine in Psychology
The course is aimed at developing mastery over core Behavior Therapy principles and apply them same to common health related contexts.
Course outcomes: By the end of the course the student will be able to:
Core concepts- Acceleration Behavior Therapy- Stimulus Control and Reinforcement, Deceleration Behavior Therapy- Differential
Reinforcement, Punishment
Process factors in Behavioral Medicine- Assessment, delivering health related information to clients, ensuring adherence, factors contributing
to change
Applications of Behavioral Medicine in common health related contexts (Eg pain, palliative care, tobacco cessation, stress, etc)
References:
● Davidson, K. W., Goldstein, M., Kaplan, R. M., Kaufmann, P. G., Knatterud, G. L., Orleans, C. T., ... & Whitlock, E. P. (2003).
Evidence-based behavioral medicine: what is it and how do we achieve it?. Annals of behavioral medicine, 26(3), 161-171.
● Feldman, M. D., & Christensen, J. F. (2019). Behavioral Medicine A Guide for Clinical Practice 5th Edition. McGraw Hill Professional.
● Funderburk, J. S., Shepardson, R. L., Wray, J., Acker, J., Beehler, G. P., Possemato, K., ... & Maisto, S. A. (2018). Behavioral medicine
interventions for adult primary care settings: A review. Families, Systems, & Health, 36(3), 368.
● Schirmer, J. M., & Montegut, A. J. (Eds.). (2009). Behavioral medicine in primary care: A global perspective. Radcliffe Publishing.
Course Description: The major objective of the course is to familiarize the students the field of psychoanalysis. This includes facilitating reading and
discussion on case studies and clinical issues addressed in psychoanalytic literature. The course is also intended to read and reflect on the writings on
psyche, culture and psychoanalysis in Indian context. Through theoretical expansion, this course covers both classical and contemporary debates in
psychoanalysis. The course also covers different therapeutic processes and techniques in psychoanalysis.
Course objectives:
1. To engage with the classical and contemporary debates in psychoanalysis.
2. To familiarize with the case studies and clinical issues addressed in psychoanalysis literature.
3. To understand the contribution of Indian psychoanalysis on psychoanalytic studies
4. To understand the therapeutic process in psychoanalysis
Learning Outcome
At the end of the course, students should be able to:
1. Apply psychoanalytical approach to everyday life.
2. Analyze both classical and contemporary approaches in psychoanalysis.
3. Develop psychoanalytical therapeutic skills.
References
Charles, M. (2017). Introduction to Contemporary Psychoanalysis: Defining Terms and Building Bridges (1st ed.). Routledge.
https://doi.org/10.4324/9781315180120
Freud, S. (2001). The standard edition of the complete psychological work of Sigmund volume 1-15. London: Vintage
Kakar, S. (2001). The essential writings of Sudhir Kakar. New Delhi: Oxford University Press.
Solms M. L. (2018). The Neurobiological Underpinnings of Psychoanalytic Theory and Therapy. Frontiers in behavioral neuroscience, 12, 294.
https://doi.org/10.3389/fnbeh.2018.00294
Evaluation Pattern:
Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he, they will have to repeat
the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course
Course Course Code MPS 341 G Credits Total hours Total Marks
Cognitive 2 30 50
Electrophysiology
Course Description
Brief Course Description: Electroencephalography is the recording of the scalp electrical activity generated by brain structures. This course provides
an exposure to basic and applied aspects of Electroencephalography in the study of brain and cognition. The study of various processes underlying
cognition requires the use of well-structured cognitive tasks. Changes in brain potentials or EEG patterns can also be elicited as a response to
external stimuli provided through these tasks, generating an event related potential (ERP). Hence, this course aims to also provide an exposure to
EPrime in constructing the cognitive tasks. The students will also be trained in electrophysiological data collection, data cleaning and editing and
basic ERP data analysis. In addition, the seminar segment of the course improves the reading and analysis of published ERP studies.
● Understand and describe theoretical underpinnings of electrophysiological correlates of cognition in written and oral form.
● Learn to acquire EEG data and be able to explain the procedures and principles of various parts of the EEG system.
● Design and translate cognitive ERP tasks using EPrime platform.
● Understand the ERP acquisition from these cognitive tasks.
● Generate ERP waveforms, identify key components and interpret the waveform.
● Critically evaluate published studies in Event related Potentials.
This course is designed to update the knowledge of a key methodology used to study cognitive functions and apply that knowledge to design and
conduct studies using EEG; develop scientific mindedness. These indicators contribute towards achieving the Scientist-Practitioner competency for
Clinical Psychology.
UNIT I: Theory (10 Hours)
Introduction to Electroencephalography (EEG) History, EEG rhythms and applications. Neurophysiological basis of the EEG signal – Neuron as an
electrical unit and basic neuroanatomy of cortex.
Technical basis of EEG/ERP – From the physical signal to the digital time-series, types of sensors, amplifiers, amplification, analog-to-digital
conversion, collecting EEG data, Electrode positioning systems, montages, reference; Software and systems for recording and processing EEG/ERP
data.
Event-related potentials (ERP) – History and Basic methodology; ERP waveform and its components: Definition, nomenclature, quantification and
interpretation. Exploring cognitive processes with ERPs.
ERP experiment design: Conceptualizing a design, representing a design and translating the design into an experiment using EPrime.
ERP signal processing (EEGLab Basics) - Digital filters, Baseline correction, and Event/response coding. Removal/correction of artifacts,
Interpolation
Quantification of ERPs in the time domain, Averaging and grand-averaging, Advanced EEG/ERP analyses (short overview) and topographical maps.
Review and analysis of electrophysiological data – Representing results and Interpreting EEG/ERP data
Seminar Module – Key & relevant journal articles will be critically reviewed and presented in a 30 minute slot.
10-15 articles using ERP methods will be curated for course at the start. This will be done in consultation with the course coordinators.
Essential Reading
Rowan's Primer of EEG E-Book (2015) Marcuse, L. V., Fields, M. C., and Yoo, J. J. Elsevier Health Sciences.
An Introduction to the Event-Related Potential Technique (2005) Stephen J Luck, MIT Press.
The Oxford Handbook of Event-Related Potential Components. (2012) Eds. Kappenman, Emily S., and Steven J. Luck. : Oxford University Press,
Oxford Handbooks Online.
Recommended Reading
Niedermeyer's Electroencephalography: Basic Principles, Clinical Applications, and Related Fields. (2017) Schomer, D., & Lopes da Silva,
F. (Eds.), Oxford, UK: Oxford University Press.
Attendance: 5 Marks as per University Guidelines (attendance and regularity in assignment submission etc.)
Note: Course plans will indicate break up of marks skill wise and detailed instructions for each evaluation will be provided separately.
MPS382-RESEARCH MANUSCRIPT
Course Description: This course has been conceptualized to empower the students with skills of preparing a research manuscript and aiming
to publish the same.
Course Objective
This course will help the learner to gain familiarity and develop skills associated with the processes of data collection, data analysis, writing a
manuscript and publishing it.
Course Outcomes
Unit 1
Essential References
1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for students and practitioners. John Wiley &
Sons.
Recommended References
Evaluation Pattern:
CIA 1: 30 marks
CIA 2: 30 Marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the
CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 (excluding
attendance) to be eligible to write the ESE.
Course Description: This course has been conceptualized in order to provide knowledge in social psychology to
conceptualize the subject matter of the social individual in its deepest sense. Building from the preliminary knowledge of
social psychology at the undergraduate level, this course offers learners a more hands-on experience in social behaviour
dynamics.
This course is structured to provide students a culturally informed and contextualized view of the discipline. Students are
encouraged to appreciate and analyze the changing cultural diversity in the present Indian society, therefore, equipping
them to approach social issues with its implications. The course will be augmented with field work and labs to
enhance learning.
Course Objectives:
This course will help the learner to gain familiarity with :
● The historical development of social psychology as a discipline, its nature and critical issues and current debates
within it.
● The plurality and multiple research designs and methods that can be employed to undertake research in social
psychology with an-depth understanding of the ethical issues associated with them.
● The nature of how the self and identity develop in a social and cultural context and how individuals engage in the
processes of social perception and social cognition.
● An understanding of social interactions in the context of interpersonal relationships, group dynamics and
aggression.
● The diverse social issues that exist in society and the application of social psychological principles and theories to
address these issues, with a special focus on mental health in India.
Course Outcomes
● Evaluate the historical and cultural context of social psychology as a discipline internationally and India.
● Examine theoretical frameworks underlying social interaction and its relationship to social identity.
● Relate knowledge of theory as well as current and past research in social psychology to situations in everyday life
such as interpersonal and group relations.
● Understand the nature, dynamics and dimensions of interpersonal behaviour.
Social Interaction
Self and identity : Culture and development of self, social identity , diverse identities; Social cognition and impression
management ; Attribution- theories, biases and errors; Organizing and Changing attitudes; persuasion and propaganda
techniques ; Prejudice, Stereotypes and Discrimination : Theories of inter-group relations, reducing prejudice ; The
development of social representations.
Social Influences
Nature, dimensions and dynamics of interpersonal relationships; Interpersonal attraction ; Sexuality and intimacy; Diverse
and complex relationships – alternate sexualities; Groups: Small groups and its functions , social influence processes in
groups ; Aggression: Theories and individual differences in aggression; Violence- sexual harassment, genocide,terrorism.
Social Issues
Cross-cultural psychology: Diversity in socialization: Individualistic vs. collectivistic culture:Social psychological
perspectives on health and illness ; Culture, personality and psychopathology ; Traditional healing methods: Cross- cultural
aspects of coping ;Environmental stresses and social behaviour; Psychological effects of unemployment. Social and ethnic
minorities and law; Poverty and deprivation.
Essential References
1. Baumeister,R.F. and Bushman, B.J. (2014). Social Psychology and human nature.
Third edition. New Delhi : Cengage publishers.
2. Fraser, C., and Burchell, B. (2001). Introducing Social Psychology. Cambridge: Polity
Recommended References
1. Baumeister, R.F. and Finkel, E.J. (2010). Advanced social psychology :The state ofthe science. New York : Oxford
university press.
2. Crisp, R.J. and Turner , R.N.(2014).Essential social psychology. New Delhi : Sage.
3. Dalal, A.K. and Misra, G. (2002). Social Psychology in India: Evolution and emerging trends. In A.K. Dalal and
G.Misra (Eds.), New directions in Indian Psychology (Vol1: Social Psychology). (pp.19-49). New Delhi: Sage.
4. Dovidio,J.F. (2010).The Sage handbook of prejudice, stereotyping and discrimination. London :Sage
5. Heinzen,T.E., and Wind, G. (2019). Case studies in social psychology : Critical thinking and application.First edition.
California :Sage publications .
6. Hepburn,A (2003). An introduction to critical social psychology. London :Thousand Oaks, California : Sage
7. Klauer,K.C. Andreas , V., and Christoph,S. (2011). Cognitive methods in social psychology. New York : Guilford press.
8. Linda, S. (Ed) (2017). Applied social psychology : understanding and managing social problems. Cambridge ,UK:
Cambridge university press
9. McGhee, P. (2001). Thinking about experimental social psychology. In P. McGhee,Thinking psychologically (pp.
119-139). New York: Palgrave.
10. Michener, H.A., Delamater, J.D., and Myers, D.J. (2004). Social Psychology (5 th ed.).
Belmont,CA: Wadsworth/ Thomson Learning.
11. Nelson,T.D. (2019). Classic and Contemporary studies in social psychology: A text
reader. California : Sage publications.
Recommended Journal references :
12. Baumeister,R.F and Vos,K.D. (2003). Social psychology articles from the 1980s and 1990s : Some new classics and
overlooked gems. Psychological Inquiry,14 (3/4),
p193-195.
13. Fiske,S,T.(2015). Grolar bears, social class and policy relevance : Extraordinary agendas for the emerging 21 st
century. European journal of social psychology, 45(5),
p551-559.
14. Greenberg.J. (2005). The revealing science of social psychology. Psychological Inquiry,16(4). p168-171.
15. Kapur, R.L. (1994). Violence in India: A Psychological Perspective. D.L.N. Rao Murthy Oration, Indian Journal of
Psychiatry, 36(4), 163-169.
16. Kiran,R. (2006). Lessons learnt in mental health and psychosocial care in India after disasters. International review of
psychiatry, 18(6). p547-552.
17. Leung,K. (2007). Asian social psychology : Achievements ,threats and opportunities. Asian journal of social
psychology , 10(1), p8-15.
18. Moghaddam, F.M. (1987). Psychology in the three worlds: As reflected by the crisis in social psychology and the
move toward indigenous third world psychology. American
Psychologist, 42, 912-920.
19. Verma,S.K. , Bharti,P., and Singh,. T. (2018). Does stigma always have negative consequences?. Journal of
community and applied social psychology.28(6), p495-507.
20. Wilson, T.D.(2005). The message is the method : Celebrating and exporting the experimental approach. Psychological
Inquiry
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30%
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA,
they will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components and
get a minimum of 33/65 including class participation marks to be eligible to write the ESE.
MPS441A-EDUCATIONAL PSYCHOLOGY
Course Description: This elective is aimed at providing students an understanding of the inter-links between psychology
and education. Application of psychological principles to educational settings will be imparted in this course. An
understanding of Biological foundations of behaviour and developmental psychology is a pre-requisite for this course.
Completion of this course would equip students to deliver clinical interventions in educational settings.
This course will help the learner to
Course Outcomes
Unit 1
Introduction to Educational Psychology; Educational Psychologists intervention & Research in Educational Psychology
Applied Theoretical Frameworks of Learning, Teaching and Development; Motivation and Learning; Metacognition,
Self-regulation and Learning
Essential References
1.Woolfolk, A. (2004). Educational psychology (9th ed.). New Delhi: Pearson Education.
2.Robinson, S. (2009). Foundation of Educational Psychology (2nd ed.). New Delhi: Ane Books.
Recommended References
1. Frederickson, N., Miller, A. & Cline, T. (2008). Educational Psychology. London: Hodder Education.
2. Rubie-Davies, C. (Ed.) (2011). Educational Psychology Concepts, Research and Challenges. New York: Routledge.
3. Brophy, J. (2010). Motivating Students to Learn (3rd edition). New York: Routledge.
4. Smith, T., Polloway, E., Patton, J. & Dowdy, C. (2012). Teaching Students with Special Needs in Inclusive Settings (6th
edition). New Delhi: PHI Learning.
Evaluation Pattern
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA,
s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with
an overall CIA mark of 25/50 to pass the course.
Course objectives
After the completion of the course, the students will be able to
CO1: Demonstrate knowledge of the history, development, and theoretical foundations of Forensic Psychology, its key concepts and research
methods
CO2: Gather, read, synthesize and critique primary source psychological and psycho-legal literature
CO3: Exhibit the knowledge about the significant mental illnesses encountered in forensic psychology and apply it in case analysis.
CO4: Familiarize with the basic forensic psychological techniques in criminal investigations
References:
● Anderson, G. (2007). Biological Influences on Criminal Behavior. Boca Raton: CRC Press.
● Arrigo, B. (2003). Introduction to Forensic Psychology: Issues and Controversies in Crime and Justice. London: Academic Press.
● Bartol, C., & Bartol, A. (2008). Introduction to Forensic Psychology: Research and Application (Second ed.). London: SAGE.
● Gordon, N. (2017). Essentials of Polygraph and Polygraph Testing. Boca Raton: CRC Press.
● Gudjonsson, G. (2003). The Psychology of Interrogation and Confession: A Handbook. England: John Wiley & Sons.
● Howitt, D. (2009). Introduction to Forensic and Criminal Psychology (Third ed.). England: Pearson Education Limited.
● Kocsis, R. (2006). Criminal Profiling: Principles and Practice. New Jersey: Humana Press.
● Sadock, B., Sadock, V., & Ruiz, P. (2015). Synopsis of Psychiatry (Eleventh ed.). Philadelphia: Wolters Kluwer.
● Towl, G., & Crighton, D. (2010). Forensic Psychology. Oxford: Blackwell Publishing Ltd.
● Vrij, A. (2008). Detecting Lies and Deceit: Pitfalls and opportunities. England: John Wiley and Sons Ltd.
● Zulawski, D., & Wicklander, D. (2002). Practical Aspects of Interview and Interrogation (Second ed.). Boca Raton: CRC Press.
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will
have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA
mark of 25/50 to pass the course.
MPS441C-SEXUAL DYSFUCNTIONS AND SEX THERAPY
This course suitable for post graduate students of Counselling and Clinical Psychology intends to deepen their theoretical
understanding of sexual dysfunctions and sex therapy, train them in empirically proven techniques of individual and couple
sex therapy across behavioural, cognitive, emotion focussed and systemic frameworks. The students will be equipped to critically
appraise the research literature in the area, conceptualize research on sex therapy as well as get comfortable in handling clients
with sexual dysfunctions.
Course Objectives:
● A thorough understanding of normal sexual functioning, deviations from normality, types of male and female sexual
dysfunctions.
● Familiarisation with the intricacies, therapist qualities, interviewing strategies, application of culturally appropriate
intervention strategies in the context of sex therapy.
● Acquiring an overview of current status of research in sexuality and sex therapy, and ability to conceptualize process and
outcome research.
Course Outcomes
● Appreciate the interplay of biological, social and psychological factors in normal sexual behavior and in sexual dysfunction
● Delineate and describe culturally appropriate individual and couple sex therapy techniques.
● Critically evaluate the historical and current research in the area of sexuality and sex therapy.
● Conceptualize research on sexual dysfunctions and sex therapy.
Masters, W. H., & Masters, V. J. (1980). Human sexual inadequacy. Bantam Books.
Recommended References
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will
have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA
mark of 25/50 to pass the course.
MPS441D-CRISIS AND TRAUMA COUNSELLING
Course Description: This course aims at imparting knowledge on concepts of crisis and trauma. It will provide inputs on stages of
crisis and trauma, and skills for dealing with crisis and trauma at personal,interpersonal and community levels. This course will also
help the students gain knowledge on techniques relevant to crisis and trauma management and enable the students to understand the
clinical outcome of crisis and trauma events so that they are able to plan out strategic interventions accordingly
Course Objectives:
● To provide the students an opportunity to learn the concept of Crisis and Trauma Counselling - skills training, case
management and family education
● To educate the students on crisis and trauma assessments and legislations related to it
Course Outcomes
Essential References
1. Briere, J. & Scott, C. (2006). Principles of Trauma Therapy: A Guide to Symptoms,Evaluation, and Treatment. USA: Sage
Publications.
2. Dass-Brailsford, P. (2007). A Practical Approach to Trauma: Empowering Interventions. USA: Sage Publications.
3. Gilliland, Burl E. & James, Richard K. (1998). Crisis Intervention Strategies. Brooks/Cole Publishing Company: USA.
4. Bisson JI, Roberts N, Macho G. The Cardiff traumatic stress initiative: an evidence-based approach to early psychological
intervention following traumatic
events. Psychiatric Bulletin. 2003;27:145–147.
5. Başoğlu M, Salcıoğlu E, Livanou M, et al. Single-session behavioural treatment ofearthquake-related posttraumatic stress
disorder: a randomised controlled trial. J
Trauma Stress. 2005;18(1):1–11.
6. Bryant RA. Early predictors of posttraumatic stress disorder. BiologicalPsychiatry. 2003;53:789–795.
Recommended References
1. Levers, L. L. (2012). Trauma counseling: Theories and Interventions. New York: Springer Pub.
2. Briere, J. (2012). Working with trauma: Mindfulness and compassion. In C. K. Germer & R. D. Siegel (Eds.), Wisdom and
compassion in psychotherapy (pp. 265 279). NewYork, NY: Guilford.
Evaluation Pattern
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will
have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA
mark of 25/50 to pass the course.
MPS441E -CBT FOR COMMON PSYCHIATRIC DISORDERS
● Understand the core theoretical concepts of Cognitive Behavioral Therapy, disorder-specific models of case
conceptualization and interventions.
● Analyze and apply evidence-based practices in psychotherapy research pertaining to CBT
Course Outcomes
Unit 1
Introduction and theoretical basis of CBT. Assessment and Formulation, Goal setting in CBT, Cognitive restructuring techniques
Essential References
1.Sharf, R.S. (2000). Theories of psychotherapy and counseling: Concepts and cases (2nd Ed.). Singapore: Brooks/Cole.
2.Hofmann, S. G. (2012). An Introduction to Modern CBT: Psychological Solutions to Mental Health Problems Malden, MA:
Wiley-Blackwell
Recommended References
Evaluation Pattern
Continuous Internal Assessment (CIA)
CIA 1: 20 marks
CIA 2: 25 Marks
Class participation & Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will
have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA
mark of 25/50 to pass the course.
MPS441F-ASIAN HEALING PRACTICES AND PSYCHOTHERAPY
Course Description: This course aims at providing students with an opportunity to understand the philosophical and logical
foundations of health and illness conceptualized by Asian healing methods in relation to Western medicine. The course provides
students hands on experiences on Yoga and Meditation and an opportunity to understand the possibilities of integrating Asian
Healing Practices with Western Medicine.
Course objectives: This course will help the learner
● define the concepts and explain the philosophical and logical foundations of Asian Healing Practices.
● analyze the strengths and challenges of integrating Asian Healing Practices with western Medicine.
● exhibit the knowledge and experiences in any one Asian Healing Practices.
Indigenous practices
Naturopathy, Unani, Siddha and Reiki ; Acupuncture; Indigenous methods of healing – Shamanism, Religious based and Ritual art
form based healing methods; Yoga and Meditation.
Essential References
Recommended References
1. Agarwal, R.S. (2006). Secrets of Indian medicine. Pondicherry: Sri Aurobindo Ashram.
2. Sri Aurobindo Ashram. Health and healing in Yoga. (2009). Pondicherry: Sri Aurobindo Ashram.
3. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.II. Varanasi: Chowkhamba Sanskrit Series Office.
4. Sharma, R.K. & Dash, B.(2007). Caraka Samhita. Vol.V.Varanasi: Chowkhamba Sanskrit Series Office.
Evaluation Pattern
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will
have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA
mark of 25/50 to pass the course.
COMMUNITY MENTAL HEALTH IN THE GLOBAL SOUTH: CURRENT TRENDS AND CHALLENGES
MPS441 G
Course Description
This course will address one of the most important developments in mental health globally- community mental health programmes- by
examining community mental health programmes that have taken centrestage in India’s mental health care landscape. It will look at how
scaling up of community mental health practice in India as advocated by international bodies plays out on the ground when multiple
stakeholders appear on the scene. The course will draw from national mental health policies and recent literature on global mental health to
provide an overview of challenges and possibilities of these policies and programmes when applied in the Global South with special focus on
India.
Course objectives:
-Trace the history of programmes and policies related to community mental health nationally and internationally
- Map the complex dynamics between global mental health developments and national community mental health policies, that in turn interact
with and shape local practices on the ground.
- Develop a critical understanding among community, mainstream mental health services and psychosocial disability in the Global South with
special reference to India
Learning outcome:
-Understand community and community mental health from inter and multidisciplinary perspectives
- Critically evaluate community mental health policies and programmes from multiple perspectives
- Engage with diverse communities with enhanced sensitivity and cultural humility
-Analyse different social locations in the Global South and their intersections with mental health
Unit I: Introduction to community and community mental health
Meaning and definitions of community and community mental health, history of community mental health in India, current national and
international policies and programmes: UN, WHO and Movement for Global Mental Health; Theoretical perspectives on community mental
health, Medical model v/s community mental health model: Use of non-professionals in mental health: lay community health volunteers
Gender, culture and human rights in mental health; User-survivor perspectives, alternative communities, psychiatric pluralism in India; Mental
health in the Global South: Colonisation and racism, casteism, poverty, crime and delinquency, unemployment, tribal issues, migration, gender,
and sexuality; disability and psychology; Community based interventions.
References
Lancet Global Mental Health Group. (2007). Scale up services for mental disorders: a call for action. The Lancet, 370(9594), 1241-1252.
Gupta, N., Chavan, B. S., Arun, P., Sidana, A., & Jadhav, S. (2012). Community mental health in India. Jaypee Brothers Medical
Publishers (P) Ltd.
Lukose, R. A. (2009). Liberalization's children: Gender, youth, and consumer citizenship in globalizing India. Duke University Press.
Davar, B. (1999). Mental health of Indian Women. New Delhi, Sage Publications.
Misra, G. & Nagpal, A. (Eds). (1999). Psychology of poverty and disadvantages. New Delhi. Concept Publishing Co.
Sinha G. Tripathi R C & Misra G (Eds). (1998). Deprivation: Its Social roots and psychological consequences, New Delhi. Concept
publishing company.
Government of India (2015). Guidelines for implementing of district level activities under the NMHP during the 12th plan period.
Retrieved from https://mohfw.gov.in/sites/default/files/56464578341436263710_0_0.pdf
Evaluation Pattern
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat
the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the
course.
MPS451-PSYCHODIAGNOSTIC LAB - II
This course furthers the aims of psycho diagnostics – 1 and provides students with an opportunity to develop skills in assessment,
administration and scoring and interpretation of psychological test ( projective, aptitude and neuropsychological with adults and
childeren)
Course Outcomes
Course Outcomes:
At the end of this lab course students will be able to
1. Understand the psychometric structure of psychological tests
2. Administer psychological assessments relevant to client needs
3. Interpret the scores obtained on the assessments
4. Develop a report and convey the findings to clients
APTITUDE
● Differential Aptitude Test (DAT)
Essential References
1. Groth – Marnat, G (2003). Handbook of Psychological Assessment. John Wiley & Sons Inc., Hoboken, New Jersey
2. Kaplan, R.M & Saccuzzo, D. P (2009). Psychological testing: Principles, Applications and Issues. 7th Edition, Wadsworth,
Belmont, USA
Recommended References
1.Groth - Marnat, G. & Wright Jordan, A. ( 2016). Handbook of Psychological Assessment, 6th edition, Wiley, USA.
Evaluation Pattern
Evaluation Pattern:
Continuous Internal Assessment (CIA) - 70%
End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA)
CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have
to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum CIA mark of
33/65 including class participation to be eligible to write the ESE.
MPS471-SEMINAR AND PUBLICATION
Course Description: This course has been conceptualized in order to equip the students with the necessary skills of publishing their
manuscript in an academic journal and presenting their research work in a conference. The process will be supervised by the respective
research supervisors.
Course Objective:
Course Outcomes
Unit 1
Identifying types of journals, preparing a manuscript according to author guidelines provided by the journal,
Preparing a scientific poster, preparing a presentation for an academic conference
Essential References
Recommended References
1. Barker, C., & Pistrang, N. (2015). Research methods in clinical psychology: An introduction for students and practitioners.
John Wiley & Sons
Evaluation Pattern
Presentation: 30 marks
Publication: 20 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have
to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of
25/50 to pass the course.
MPS481-SUPERVISED CLINICAL PRACTICUM
Course Description: During Supervised clinical practicum students spend 200 hours engaging in clinical practicum in a mental health
agency. Students are expected to attend group and individual supervision both on site and campus. As a follow-up of the theoretical
and basic skill inputs the students have received in various clinical psychology specialization papers during II and III semesters,
students need to learn clinical skills.
This course will help the learner to demonstrate
Course Outcomes
Essential References
Murdock, N. L. (2016). Theories of counseling and psychotherapy: A case approach. Pearson.
Recommended References
Evaluation Pattern
Evaluation Pattern:
MPS483-CLINICAL INTERNSHIP
This is a final end-of-the-academic-program internship for 30 days. Students are required to search, examine and carve their niche in
the field. The basic purpose of this internship is to create awareness for the students about the areas that they want to specialize in and
also to charter their future course of action.
1. Understand and bridge the gap between the theoretical knowledge and practical skills they have gained in four semesters, in a
clinical setting of their choice and interest
Course Outcomes
By the end of the internship the student will be able to
Internship
Clinical assessment, conceptualization and intervention in a mental health institute.
Essential References
Recommended References
Evaluation Pattern
The students are expected to submit a brief internship report, a reflective essay and an authorized internship- completion statement
from their internship site which will be evaluated on 50