Free Trade: Meaning - Case for and against Free Trade - Protection: Meaning -

Arguments for and Against Protection - the Effect of Growth on Trade - Technical
Progress and Trade - Neutral, Capital Saving, Labour Saving.
Unit – IV
Trade Policy: Tariff - Quota - Trade problems of Developing Countries:
UNCTAD - GATT and Tokyo Declaration - WTO - Import Substitution and Export
Promotion – North South Dialogue and New International Economic Order.
Unit –V
Balance of Payments: Meaning, Structure, Balance of Payment (BoP) - Balance
of Trade (BoT) - Disequilibrium in BoP & BoT - Causes for Disequilibrium in BoP -
Measures for Correcting Disequilibrium.

REFERENCE BOOKS

1. Carbaugh, R. J. (2008), International Economics, Thomson South Western,

New Delhi
2. Salvatore, D. (2007), International Economics, Wiley India, New Delhi.
3. Krugman P. R. and M. Obsfeild (2006), International Economics: Theory and
Policy, Addison Wesley, New Delhi.
4. Soderston, B. and G. Reed (1999), International Economics, McMillan Press
Ltd., London.

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Course : M.Sc., Psychology (AY-2016-17 onwards)
Mode : Distance Education
Pattern : Non-Semester
Duration : Two years
Eligibility : Any Degree from Recognized University (10+2+3)
Medium : English
Passing Minimum : 50% Marks

Course of Study & Scheme of Examinations

Code No. Subjects Total Marks

I Year

1.1 Social Psychology 100

1.2 Life Span Psychology 100

1.3 Cognitive Neuro Psychology 100

1.4 Research Methodology 100

1.5 Psychology Practical - I 100

II Year

2.1 Theories of Personality 100

2.2 Psychopathology 100

Counselling Theories and Techniques
2.3 100
Elective: 2.4.1- Educational Psychology /
2.4 2.4.2- Rehabilitation Psychology/ 100
2.4.3- Organisational Behaviour
2.5 Psychology Practical - II 100

Total 1000

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309
 1.1 SOCIAL PSYCHOLOGY
Objectives:
● To enable the students to understand social influences on human
behaviour
● To enable the students understand the dynamics of social influence on
positive and negative human behaviour
● To enable students to understand how social psychological principles are
applied in day to day life situations.
UNIT I – INTRODUCTION
Definition - Basic concepts of social psychology – scope – individual, society
and culture – Social Psychology and related disciplines -- Social Psychology in
the new millennium - Research Methods in Social Psychology: Survey,
Correlation and Experimental Methods

UNIT II –SOCIAL PERCEPTION

Self-Perception: Self-concept, Perceived Self-control, Self-serving Bias,
Self-presentation, Self-esteem, Self and Gender
Perceiving Others: Non-Verbal Communication, Attribution, Impression
Formation, Impression Management

UNIT III – ATTITUDES AND BEHAVIOR

Attitude formation – Development of Attitudes – Attitude and its influence on
behaviour - Persuasion – Change in Attitudes – Resisting persuasion – Cognitive
Dissonance – Ways to manage dissonance.

UNIT IV –PREJUDICE AND AGGRESSION

Prejudice -Discrimination in Action – Sources of prejudice – Social, Emotional
and Cognitive - Techniques to reduce Prejudice
Aggression - Theories of Aggression - Types of Aggression - Determinants
ofAggression - Environmental causes - prevention and control of Aggression.

UNIT V – PROSOCIAL BEHAVIOR

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Motives for Prosocialbehaviour - Factors that Affect Helping Behavior, External
and Internal influences on helping behaviour – Long-term commitment to
Prosocial Acts

REFERENCES
1. Baron, R. A., & Byrne, D. (2003). Social Psychology, 10th ed. New Delhi:
Prentice Hall, India.
2. Baron, R. A., Branscombe, N.R., Byrne, D. &Bhardwaj, G. (2010). Social
Psychology, 12th ed. New Delhi:Dorling Kindersley (India) Pvt Ltd.
3. Myers, D. G. (2002). Social Psychology, 7th ed. McGraw Hill: Int. Education.
4. Chaube, S. P., &Chaube, A. (2007). Ground Work for Social Psychology. New
Delhi.:Neelkamal.

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 1.2 LIFE SPAN PSYCHOLOGY

UNIT-1: An introduction to development in the lifespan- theoretical

perspectives in developmental psychology and human development. Freud’s
psychosexual stages of development, Erikson’s psychosocial stages of
development, theories of learning, Piaget’s cognitive stages of development, and
socio-cultural theories.

UNIT- 2: Infancy, newborn and infant- prenatal diagnostic tests,

genetic-environment interactions, timelines for prenatal development, teratology,
and stages of childbirth. Newborn reflexes, newborn needs- patterns in infant
physical development, infant temperament. Early Childhood- physical,
cognitive, and socio emotional development- development of gross and fine
motor skills- brain development. Middle childhood- physical and cognitive-
growth patterns, child obesity, ADHD, and concrete operational stage of
cognitive development. Social development- peer relations, divorce, and moral
development.

UNIT-3: Adolescence, history of marking adolescence, puberty, the secular

trend regarding menarche, and social implications for pubertal timing. Eating
disorders -identity statuses. Other adolescent problem behaviors such as juvenile
delinquency, depression, behavoiur disorders and suicide

UNIT-4: Early and Middle adulthood. “emerging adulthood,” timeframes for

physical peak and the physical declines, adult sexuality and relationships,
theories on post-formal thought, and theory of love. Middle adulthood section,

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perimenopause and menopause, hormone therapy for menopausal symptoms,
midlife crises and transitions, and family relationships. Late adulthood and the
end of life, biological aging, dementia/neurocognitive disorders, stages of dying,
death, hospice and palliative care, and life satisfaction in late adulthood
UNIT-5: Life Span Problems- Mental Health Problems-Sexual
Problems-AIDS/HIV- Preventive Measures- Emotional imbalance-Fear and
Phobic Problems- Anxiety and Stress -Coping Style- Development of adaptive
and positive behavior-Human relational Problems- Mental Peace-Life
satisfaction.

References
● Newman, Barbara M.; Newman, P. R. (2011).Development Through Life:
A Psychosocial Approach. Belmont, CA: Wadsworth Cengage Learning
● Willem Doise (1998), Life-Span Developmental Psychology
● John W Santrock (2012), A Topical Approach to Life-Span
Development

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 1.3 COGNITIVE NEURO PSYCHOLOGY
Objectives

● To explain the mediatory role of cognition in behavior

● To explain the process and function of attention
● To describe sensational, perceptual phenomena and its different scientific
explanations
● To elucidate how the memory system functions
● To explain the process and function of Neuropsychology
● To describe Plasticity and Restoration of brain function
UNIT I Cognitive Psychology
Psychological processes. Emergence of different approaches to cognitive psychology
information processing, connectionism & ecological perspective;
Attention: Model of attention: Functions of executive preconscious and conscious
processing alerting mechanism. Selective attention: Bottom –up and top town
processing automatically, division of attention. Theories of attention Bottle neck
& spotlight concepts Filter model, attenuation theory, multimode theory,
resources & capacity allocation model schema theory.
UNIT II Sensation & Perception
Theories of perception: top down and bottom up perspective, visuopatial sub codes
pattern recognition. Perceptual phenomena Pain perception, constancies and
illusions mental imagery. classical and modern psychophysics: Fechner’s
contributions, Weber’s law Steven’s power law, signal detection theory, ROC
curve Top down processes- influence of motivation & learning on perception,
role of culture perceptual organization, subliminal perception and synesthesia.
UNIT –III Memory
Encoding theories and models of memory two store model information processing
approach levels of processing levels of recall. Sensory memory, short term
memory, working memory models. Storage Long – term memory episodic and
semantic memory, autobiographical memory, declarative and procedural
memory, Implicit and explicit memory, Retrieval: Recall reconstruction in

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 memory. For getting: Theories interference decay organic causes encoding
failure, failure of reconstruction. Metacognition: Meaning and Concept and its
implications.
UNIT –IV Neuropsychology
Assumptions and methods functional modularity anatomical functional architecture
and substarctivity
Methods of investigation: electrophysiological Single cell recording, EEG and ERP
Scanning and Imaging –CAT PET MRI and FMRI; Neuropsychological Battery
Luria Nebraska Neuropsychological Battery, Halstead Retain Test Battery PGI
Battery of Brian Behaviour Dysfunction AIIMS neuropsychological battery;
Neurodegenerative disorders Parkinson’s Alzheimer, Huntington
UNIT –V Neuropsychological Plasticity and Restoration of Brain
Historical antecedents and approaches. Types of brain injury Methods of localization of
cognitive functions in the Brain; Function Mind and Brian relationship computer
assisted neuropsychological rehabilitation and training

References
❖ Anderson, J.R. (2010). Cognitive Psychology and Its Implications. New York,
NY: Worth Publishers.
❖ Boller F & Grafman J (1988). Handbook of neuropsychology. New York:
Elsevier
❖ Eysenck, M.W. (1990). Cognitive Psychology: An International Review. West
Sussex, England: John Wiley & Sons, Ltd. (pp. 111)
❖ Galotti K (1999).Cognitive psychology in and out of Laboratory. New Delhi:
Wiley
❖ Gazzaniga M.S. (2002). Cognitive Neuroscience The biology of mind (2nd Ed)
New York: W.W. Norton & Company
❖ Kolb .B & Ian Q.W (1990). Fundamental of neuropsychology. New York
Freeman
❖ Lamberts K and Goldstone R L, (2005) (Eds), Handbook of Cognition.
London: Sage

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❖ Neisser, U. (1967). Cognitive Psychology. Englewood Cliffs, NJ: Prentice
Hall. Neisser's definition on page 4.
❖ Parasurmana R (1998). Attentive brain. MIT Press: London
❖ Ponsford J 9Ed) (2004) Cogntive and behavioural Rehabilitation New York
Guilford
❖ Smity, E.E. & Kosslyn, S (2007). Cognitive Psychology: Mind and Brain. New
Delhi: Prentice Hall.
❖ Valimaa-Blum, R. (2009). The phoneme in cognitive phonology: episodic
memories of both meaningful and meaningless units. CogniTextes, 2. DOI :
10.4000/cognitextes.211

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 1.4 RESEARCH METHODOLOGY
UNIT 1
Meaning, Types and Process of Research: Meaning – Purpose – Types
of research – Pure, applied, historical, analytical, descriptive and experimental –
Significance of research in social sciences – Process of research – Meaning –
Scientific method – Induction and deduction.

UNIT 2
Planning Research: Research problem – Identification, selection and
formulation of research problem – Review of literature in the field of corporate
management – Hypothesis – Meaning – Sources of hypothesis – Types of
Hypothesis – Formulation and testing – Research design – Factors affecting
research design – Evaluation of research design.

UNIT 3
Sampling Design: Census method and sampling method for investigation
– Advantages and disadvantages of sampling – Principle of sampling –
Essentials of a good sampling – Methods of sampling – Probability and
non-probability sampling methods – Selection of a sample – Factors affecting
the size of the sample – Biased sample – Sampling and non-sampling errors.

UNIT 4
Sources and Collection of Data: Sources of data – Primary and
secondary data – Modes of data collection – Analytical method – Case study –
Observation – Survey method – Interview – Its purpose and importance – Types
of interview – Preparation for an interview – Effective interview techniques –
Limitations of interview – Schedule – Its meaning and kinds – Essentials of a
good schedule – Procedure for the formulation of a schedule – Questionnaire –
Meaning and types – Format of a good questionnaire – Factors affecting the
response to a questionnaire – Advantages and limitations of schedules and
questionnaires – Pre-testing and its importance.

317
UNIT 5
Processing and Analysis of Data: Meaning – Importance – Process of
data analysis – Editing – Coding – Tabulation – Diagrams – The process of
interpretation – Guidelines for making valid interpretation – Scaling techniques
– Meaning – Importance – Methods of their construction.

REFERENCES:
1. John W Best, Research in Education.
2. Anderson et-al, Thesis and Assignment Writing.
3. Goode and Hatt, Methods of Social Research.
4. Wilkinson and Bhandarkar, Methods and Techniques of Social Research.
5. ICSSR, Training in Research Methodology in Social Sciences in India.

318
 1.5 PSYCHOLOGY PRACTICAL - I

Twenty tests from the following areas will be selected by the University and Conducted
during the
I year of the course (Any fifteen).
1. Attention
2. Learning
3. Memory
4. Perception
5. Intelligence
6. Problem Solving
7. Creativity
8. Adjustment
9. Attitude
10. Prejudice
11. Motivation
12. Achievement Motivation
13. Transfer of Training
14. Self esteem
15. Interpersonal Skills
16. Communication Skills
17. Leadership
18. Group Dynamics
19. Neuro Psychological Assessment
20. Decision Making

REFERENCES:
1. Cronbach, L.J. Essentials of Psychological Testing, 1972. New Delhi, Prentice Hall Inc.
2. Woodworth R.S. and Scholsberg, 1981, Experimental Psychology, New Delhi,
Taa McGraw Hill Co. Ltd.,
3. Udaipreek, T. Venkateswara Rao. Handbook of Psychological and Social
Instruments. Samashti, B-2, Chamelibagh, Baroda-2.

2.1

319
 THEORIES OF PERSONALITY

Course Objectives:
The course will enable students to
a) Understand major theoretical approaches to personality
b) Understand assessment methods used in personality.
c) Understand the process of personality change and development
UNIT I: Introduction to personality and personality theory
Personality: Meaning and related concepts. Factors that contribute to personality
change and personality stability. The process of personality development. The nature of
theories and its functions. Nature of personality theory: Personality theory and other
psychological theories. Overview of assessments of personality.Current research focus
in personality psychology.
UNIT II: Major theoretical approaches- Psychoanalytic and Psychodynamic
theories. Neo Freudians.
Sigmund Freud ‘s Classic Psychoanalytic theory: The structure of personality: Id,ego&
super ego, The dynamics of personality: Instinct, The distribution and utilisation of
psychic energy & anxiety. The development of personality. Carl Jung’s Analytic theory:
The structure of personality: The ego, The personal unconscious, The collective
unconscious. Interactions among the systems of personality.Alfred Adler - Inferiority
Feelings: The Source of Human Striving , Striving for Superiority, or Perfection, The
Style of Life and birth order, Erick Fromm - Freedom or Security: The Basic Human
Dilemma, Personality Development in Childhood , The Basic Psychological Needs ,
The Productive and Non -productive Character Types , Karen Horney - The Childhood
Need for Safety, Basic Anxiety: The Foundation of Neurosis . The Idealized
Self-Image.
UNIT III: Major theoretical approaches:Humanistic theories
Abraham Maslow: Personality Development: The Hierarchy of Needs.The Study of
Self-Actualizers. Carl Rogers: The Self and the Tendency toward Actualization,
theexperiential world,The Development of the Self in Childhood and Characteristics of
Fully Functioning Persons.
UNIT IV: Major theoretical approaches: Trait theories
Gordon Allport: The Nature of Personality, Personality Traits , Motivation: The
Functional Autonomy of Motives , Personality Development in Childhood: The Unique
Self, The Healthy Adult Personality. Raymond Cattell- Cattell’s Approach to
Personality Traits ,Source Traits: The Basic Factors of Personality, Dynamic Traits: The
Motivating Forces, The Influences of Heredity and Environment. Stages of Personality
Development.Hans Eysenck :The Dimensions of Personality: Extraversion,
320
Neuroticism, and Psychoticism. Robert McCrae and Paul Costa: The Five-Factor
Model. Arnold Buss and Robert Plomin: The Temperament Theory.

UNIT V: Major theoretical approaches: Cognitive, Social –learning theory and

Behaviour theories:
Cognitive approaches: Personal Construct Theory, Ways of Anticipating Life Events,
the nature of personality. Social learning theory: Albert Bandura: Modelling: The
Basis of Observational Learning , The Processes of Observational Learning,
Self-Reinforcement and Self-Efficacy ,Behaviour theories : B.F. Skinner :
Reinforcement: The Basis of Behaviour, Operant Conditioning and the Skinner Box,
Schedules of Reinforcement, Successive Approximation: The Shaping of Behaviour,
Superstitious Behaviour, The Self-Control of Behaviour. Applications of Operant
Conditioning.

References:
1. Hall, S.C., Lindzey, G.,Campbell, B J. ( 2007). Theories of personality.(4th Ed).
India: John Wiley & Sons, Inc.
2. Haslam, N (2007). Introduction to personality and Intelligence. London. Sage
Publications Ltd
3. Schultz, P. D &Schultz, E. S (2005). Theories of personality.(8th Ed). UK:
Wadsworth Publushers

2.2

321
 PSYCHOPATHOLOGY

UNIT I: Abnormal psychology: An Overview

Meaning of abnormal behaviour, Need for classification, Historical views of
abnormal behaviour, Humanitarian approaches, Contemporary views of
abnormal behaviour, Causal factors : Biological, Psychosocial and Sociocultural

UNIT II: Anxiety disorders and Mood disorders

Anxiety disorders: Specific phobias, Social phobias, Panic disorder with and
without agoraphobia, Generalized anxiety disorder, Obsessive-compulsive
disorder, Causal factors of Anxiety disorders and treatment.
Mood disorders: Unipolar mood disorders – Major depression, Dysthymia,
Causal factors, Treatment and outcome, Bipolar disorders – Bipolar-I,Bipolar-II
and Cyclothymia, Causal factors of Bipolar disorders, Treatment and outcome.

UNIT III: Somatoform disorders and sexual Dysfunction

Somatoform disorders: Hypochondriasis, Somatization disorder, Pain disorder,
Conversion disorder and Body dysmorphic disorder, Dissociative disorders:
Depersonalization disorder, Dissociative Amnesia and Fugue, Dissociative
Identity Disorder, Causal factors, Treatment and Outcome of Dissociative
disorders.
Sexual Dysfunction: Sexual Desire disorders, Sexual Arousal disorders,
Orgasmic disorders and Sexual pain disorders.

UNIT IV: Schizophrenia and personality disorders

Schizophrenia: Clinical picture, Subtypes of Schizophrenia: Paranoid,
Disorganized, Catatonic, Undifferentiated, Residual type and other psychotic
disorders, Causal factors, Treatment and Outcome.
Personality disorders: Clinical Features, Categories of personality disorders:
Paranoid, Schizoid, Schizotypal, Histrionic, Narcissitic, Antisocial, Borderline,
Avoidant, Dependent and Obsessive compulsive, Causal factors of personality
disorders, Treatment and Outcome.

UNIT V: Therapy and Prevention

322
Psychological approaches: Behaviour therapy, Cognitive and
Cognitive-Behaviour therapy, Humanistic-Experiential therapy, Psychodynamic
therapy, Marital and Family therapy, Eclecticism and Integration.
Prevention: Universal Interventions, Selective Interventions, Indicated
Interventions and Deinstitutionalization.

References:
1. Robert C. Carson & James N. Butcher.(2007) Abnormal psychology.
Pearson Education Inc. New Delhi
2. Barlow and Durand.(2006).Abnormal Psychology.NewYork. Pearson
India Ltd.
3. Sarason and Sarason. (2010). Abnormal Psychology: The Problem of
Maladaptive Behaviour (11th Edition). New Delhi. Prentice Hall of India
Pvt. Ltd.

323
 2.3 COUNSELLING THEORIES AND TECHNIQUES
Objectives:
● To enable the student s understand the nature of counselling process
● To enable the students to understand various theoretical approaches to
counselling
● To impart the students with knowledge about skills and techniques relating to
various approaches of counselling

UNIT I - INTRODUCTION
Counselling: Definition - Counselling as a process - Purpose and Goals of Counselling,
Overview stages of counseling – Characteristics of an effective counselor - Ethics in
Counselling.

UNIT II – PSYCHOANALYTIC THEORY AND TECHNIQUES

Key concepts – view of human nature, structure of personality, consciousness and the
unconscious, Anxiety, Ego-defense mechanisms, Jung’s perspectives on the
Development of personality, contemporary trends: Self Psychology and
Object-Relations Theory; Therapeutic process; Techniques – Maintaining the analytic
framework, Free Association, Interpretation, Dream Analysis, Analysis and
Interpretation of Resistance, Analysis and Interpretation of Resistance; Evaluation

UNIT III – HUMANISTIC THEORIES AND TECHNIQUES

PERSON-CENTERED THEORY – Key concepts – View of human nature, Basic
characteristics; Therapeutic process, Application, Evaluation

GESTALT THEORY - Key concepts – Principles of Gestalt therapy theory, The Now,
Unfinished Business, Personality as Peeling an Onion, Contact and Resistances to
Contact, Energy and Blocks to Energy; Therapeutic process; Application/Techniques –
The Internal Dialogue Exercise, Making the rounds, the reversal technique, the
rehearsal exercise, the exaggeration exercise, staying with the feeling, the gestalt
approach to dream work; Evaluation

REALITY THEORY - Key concepts– A choice theory explanation of Behaviour,

Characteristics of Reality therapy -Therapeutic process, Application – Procedures that
lead to change, the “WDEP” system, Evaluation

UNIT IV – BEHAVIOURAL COUNSELLING: THEORY AND PRACTICE

324
THEORY – Introduction – Pavlov’s Classical conditioning, Watson’s Conditioned
Behaviourism, Skinner’s Operant Behaviourism, Wolpe’s Reciprocal Inhibition,
Eysenck’s Incubation Theory
PRACTICE – Goals for counseling - Behavioural Assessment – Relaxation
Procedures – Systematic Desensitization – Behaviour Rehearsal and Assertive Training
– Reinforcement Methods

UNIT V – COGNITIVE BEHAVIOUR THERAPY

Introduction – Key concepts and Application – Albert Ellis’s Rational Emotive
Behaviour Therapy, Aaron Beck’s Cognitive Therapy, Donald Meichenbaum’s
Cognitive Behaviour Modification

REFERENCES
1. Corey, G. (1996). Theory and Practice of Counselling and Psychotherapy. 5th
ed. Belmount, CA: Brook/Cole.
2. Nelson, J. (1982). The Theory and Practice of Counselling Psychology. New
York: Hollt Rinehart & Winston.
3. Patterson, L. W. &Welfel, E. R. (2000). The Counselling Process. 5th ed.
Belmount, CA: Brook/Cole.

325
 2.4.1 EDUCATIONAL PSYCHOLOGY
Objectives:
At the end of the Course, student will be able to:
● Analyze the different principles and theories explaining student
learning
● Evaluate the effectiveness of the theories in expiaining individual
differences in learning
● Apply the different principles and theories of learning in the
classroom
● Analyze the impact of educational psychology on the processes of
teaching and learning

UNIT: I Psychology: An Overview

Introduction - Psychology Meaning - History of Psychology -Branches of
Psychology - Research Methods in Psychology- Psychology of Learning and
Education -Learning - Summary.
UNIT: II Behavioural Learning theories
Introduction - classical conditioning by Ivan Pavlov - Classical Conditioning in
Daily Life - Behaviourism - Watsan’s Experiments with Little albert - Classical
Conditioning in the Classroom - connectionism - Edward L.Thorndike -
Implications of Thorndike’s Thories - Operant Conditioning by B.F.Skinner -
Schedules of Reinforcement - shaping Behaviour - Applying Operant
Conditioning in the Classroom - Summary.
UNIT: III Cognitive Learning Theories
Introduction: Cognitive - Gestalt Theories of Learning -Problem Solving by
Insight - Piaget’s Theory of Learning - Piaget’s Theory: Application in the
Classroom - Social Learning Theory: Albert Bandura -Modeling,Imitation and
Reinforcement - Application of Social Learning Theory- Theory of Meaningful
Learning: David Ausubel-Application of Ausubel’s Learning Theory-Summary.
UNIT :IV Critical and creative Thinking
Introduction -Some Perspectives about Teaching Thinking-Definitions of
Thinking-Attributes of Good Thinkers- A programme for Teaching Thinking-
Critical Thinking-Components of Critical Thinking-Socratic Questioning to
Enhance Critical Thinking-Creative Thinking-Definition of Creative

326
Thinking-The Creative Process-The Creative Person-Helping Children to be
More Creative-Summary.

UNIT : V Motivation and Learning

Introduction-Some Thought on Emotion and
Learning-Motivation-Expectancy-Value Theory-Valuing Task-Expecting
Success-Motivating Students to Learn-Summary.
References:
1. Snowman, J.&McCown, R.Biehler, R.F.(2012).Psychology applied to
teaching (13th ed.). Wadsworth Cengage Learning.
2. Bryan, H. (2010) Education – Study and teaching
(Greduate).London:SAGE
3. Wade, C. & Tavaris, C.(2010) Psychology.(7th ed.) Upper Saddle River,
NJ:Prentice Hall.
4. Slain, R.E. (2011).Educational Psychology:Theory and Practice.(10th
Edition),Pearson.

327
 2.4.2 REHABILITATION PSYCHOLOGY
 
No. of hours: 60 Credits: 4
 
OBJECTIVES
 
1. To understand the historical perspectives, methods and functions of
rehabilitation psychologist in the field of rehabilitation services. 
2. To become aware of psychological approach to rehabilitation in rehabilitation
psychology. 
3. To understand the personality development among children with disabilities
and their coping styles and rehabilitation process 
4. To be aware on the rehabilitation process in various areas.
 
UNIT I: Rehabilitation Psychology: Definition, scope, methods and Functions of
Rehabilitation Psychology, historical perspectives in Rehabilitation Psychology
 
UNIT II: Competencies of Rehabilitation Psychologists - Professional
Competencies of rehabilitation psychologists, nature of work settings of
rehabilitation psychologists, Designing training programmes for rehabilitation
psychologists, Training need analysis and implementation of training programmes.
 
UNIT III: Psychological Rehabilitation and Intervention: Definition and basic
principles of Psychological Rehabilitation, Assessment, diagnosis, and
Intervention – Psychoanalystic therapy, Client Centred Therapy, Cognitive
Behaviour therapy, Rational Emotive therapy, supportive therapy, Augmentative
therapy and Behaviour therapy.
 
UNIT IV: Rehabilitation of Persons with Disabilities: Lifespan development of
persons with disabilities, Personality traits – Psychological problems and coping
styles – Role of psychologist in disability rehabilitation.
 
UNIT V: Rehabilitation Process in various areas: Family and Marital
Rehabilitation, Socio Economic Rehabilitation for Persons with disabilities,
Addiction Rehabilitation, Vocational Rehabilitation, Community based
rehabilitation, Disaster Rehabilitation/Reconstruction.
328
 
 
References 
1. Golden C.J., 1984. Current Topics in Rehabilitation Psychology: Grune &
Straton, London. 
2. Nirbhay N.Singh, 1998. Comprehensive Clinical Psychology: Application in
Diverse Populations, Volume 9, Elsevier Science, Pergamon. 
3. Zigler, E, Gates, D.B (1999). Personality development in individuals with
Mental Retardation, New York: Cambridge University Press. 
 

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 2.4.3 ORGANISATIONAL BEHAVIOUR

UNIT 1
Organizational Behaviour: Meaning – Elements – Need – Approaches –
Models – Global scenario; Individual Behaviour: Personality & Attitudes-
Development of personality - Nature and dimensions of attitude - Organizational
Commitment – Learning – Attitudes – Perception – Motivation – Ability – Their
relevance to organizational behavior.

UNIT 2
Group Behaviour: Theories of Group Formation - Formal Organization and
Informal Groups and their interaction- Importance of teams - Formation of teams -
Team Work- Group dynamics – Group norms – Group cohesiveness – Their relevance
to organizational behavior.

UNIT 3
Organizational Power and Politics: Organizational Power: Definition, Types
of powers, Sources and Characteristics – Effective use of power- Organizational
Politics: Factors and Impact.

UNIT 4
Organizational Stress and Conflict Management: Stress Management:
Meaning – Types – Sources – Consequences – Management of stress- Organizational
conflict: Constructive and Destructive conflicts - Conflict Process - Strategies for
encouraging constructive conflict - Strategies for resolving destructive conflict.

UNIT 5
Organizational Dynamics: Organizational Dynamics – Organizational
Efficiency, Effectiveness and Excellence: Meaning and Approaches – Organizational
Culture – Meaning, significance – Organizational Climate – Implications on
organizational behavior.

REFERENCES
1. Fred Luthans, Organizational Behaviour, McGraw-Hill/Irwin, 2006.
2. Stephen P. Robbins, Organizational Behaviour, Prentice Hall; 2010
3. Keith Davis, Organizational Behavior: Human Behavior at Work,
McGraw Hill, 2010

330
4. Griffin and Moorhead, Organizational Behavior: Managing People and
Organizations, 2006.
5. Judith R. Gordon, Organizational Behavior: A Diagnostic, Prentice Hall,
2001.
6. K.Aswathappa, Organizational Behaviour, Himalaya Publishing,
Mumbai, 2010
7. Judith R. Gordon, A Diagnostic Approach to Organisational Behaviour,
Allyn & Bacon, 1993.

331