Rao, K, R. &Paranjpe, A.C. (2017). Psychology in the Indian Tradition.

New Delhi: Springer

(Unit 4: Chapter 1, page 1-5; Chapter 3, page 71-78; 85-92; Chapter 4: page 95-105; 118-121;
Chapter 5: 129-133; 139-145; Chapter 6: 167-179).

ADDITIONAL RESOURCES
Leahey,T.H. (1994). A History of Modern Psychology.N.J.: Prentice Hall. (Unit 1: Chapter 1).
Saraswati, S.N. (2008). SamkhyaDarshan. Yoga publications trust. Munger, Bihar, India.(Unit
4)..

Woody, W.D. and Viney, W.(2017). A History of Psychology: The Emergence of Science and
Applications.UK: Routledge. (Unit 3: Chapter 15; Unit 2: Chapter 13).

TEACHING LEARNING PROCESS

Readings: readings to be provided as per the topic. Powerpoint slides: powerpoint slide
presentations. Class discussions: to deepen understanding on subtopics that may require greater
interaction. Audio/Video clips: When appropriate, clips would be shown to illustrate certain
topics .

ASSESSMENT METHODS
Topic based interaction: Participation in class discussions. Regularity with assigned readings and
corresponding discussions. Participatory exercises and presentations (individual/group).Home
assignment: To explore a concept in depth, a question based on any topic from the syllabus
would be assigned and assessed. Class assignment: time-bound test on any topic from syllabus
would be assigned and assessed

KEYWORDS
Systems, schools of psychological thought, evolution of psychological systems, theories of
personality.

C8: APPLIED SOCIAL PSYCHOLOGY-2

Core Course - (CC) Credit: 6

COURSE LEARNING OUTCOMES

On completion of the course, students will be able to:
● Understand various intragroup and intergroup processes and their implications in Indian
society.
● Describe the cultural and personal diversities in India and their relationship with certain
social problems in Indian context
● Learning the significance of participatory research for effective interventions and dealing
with social problems in Indian context.

UNIT 1
Social diversity and challenges: social psychology of diversity: stereotype, prejudice and
discrimination, Social Diversity and Challenges: Types of social diversity - Gender, Social
Inequality, Religious Diversities; social conflicts; Resolving intergroup conflict (Collaborating,
competing, accommodating, avoiding & compromising) and Promoting intergroup peace in
society. Cases in Indian context.
UNIT 2

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Self and social influence: defining the self, sources of self-knowledge, social and cultural
influences on self, social identity theory, , social cognitive perspective of self (self-schema, self-
schema clarity and complexity) .Social influence ,conformity ,compliance and obedience.

UNIT 3
Group Dynamics: Group Dynamics: Definition, types of groups, formation, structural properties,
group decision making, group think and group polarization, social loafing, social facilitation
UNIT 4
Social Problems: Poverty and Environmental problems in India: Nature, causes, consequences,
and the management of these problems in India, psychological interventions

REFERENCES

Forsyth, D.R. (2014). Group Dynamics. Belmont, California: Wadsworth. (Unit 3: Chapter 1,
Chapter 6, Chapter 10, Chapter 11).

Hogg, M. & Vaughan, G. M. (2011).Social Psychology. Essex. England: Pearson Education

Limited (Unit 1: Chapter 10, Chapter 11; Unit 3: Chapter 8).

Kornblum, W. and Joseph, J. (2014).Social Problems.Fourteenth Edition. : New Jersey: Prentice

Hall.

Kumar, S. (2002).Methods for Community Participation. New Delhi: Sage.

Mikkelson,B. (1995). Methods for Development Work and Research : A guide for practitioners.
New Delhi: Sage. (Unit 4: Chapter 3).

Schneider, F.W., Gruman, A. and Coults, L.M. (eds) (2012). Applied Social Psychology;
Understanding and Addressing Social and Practical Problem. New Delhi: Sage publications.
(Unit 1: Chapter 14; Unit 4: Chapter 4, Chapter 13)

ADDITIONAL RESOURCES
Schneider, L., Stephan C.W., Zurcher, L.A. and Ekland-Olson, S. R. (1991).Human Responses to
Social Problems.Homewood. Illinois: The Dorsey Press.

Tucker, V. (2019, in press) Social Research Methods.India: Pearson Education Private Ltd

TEACHING LEARNING PROCESS

The teaching learning process will be based on lectures, class presentations, text readings,
discussions, audio visual methods and practical activities. Lectures will focus on understanding
key concepts, theories and debates in the field along with a detailed examination of current
research findings. The scope of the lectures will be limited to ideas and themes introduced in
prescribed textbooks. In addition supplemental readings, films and demonstrations will be used
to expand upon the topics to be learnt. The course will also emphasize on application programs
related to the topics under study.

ASSESSMENT METHODS

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The assessment of this course will be continuous. There will be at least two written assessment
situations in addition to the end-semester examination. This will offer students opportunities to
develop their writing skills through the completion of essays. On an continuous basis the
students are expected to participate in classroom discussions around relevant social phenomena;
knowledge of current social affairs and social problems is hence desirable. The communication
skills, critical thinking abilities and social awareness of the students is expected to improve
through this system of assessment.

KEYWORDS
Social problems, social action, group dynamics, diversity, conflict resolution, poverty and
environmental problems.

C9: HEALTH PSYCHOLOGY

Core Course - (CC) Credit: 6

COURSE LEARNING OUTCOMES

● Understand the health issues from the standpoint of biological, psychological and social
factors acting together.
● Learn about the role of beliefs and attitudes in the health problems of our times
● Understanding the importance of modifying the problematic health behaviours
● Learning how people appraise and cope with their health problems.
● Knowing the importance of positive emotions such as happiness, hope and optimism in
developing satisfaction, resilience and well-being

UNIT 1
Introduction: Definition of health psychology, goals of health psychology, health-illness
continuum, Mind-body relationship, Bio-psychosocial model of Health (advantages and clinical
implications);Lifestyle and disease patterns in India.
UNIT 2
Behaviour and Health: Characteristics of health behaviours (health behaviour, illness behaviour
and sick-role behaviour); Barriers to health behaviour (individual, interpersonal and community).
Theories of health behaviour (Protective motivation theory, theory of reasoned action,
Transtheoretical model).
UNIT 3
Health Enhancing Behavior: Exercise and yoga, nutrition, sleep. Pain (meaning, measurement
and management).
UNIT 4
Health and Well-being: Positive emotions, happiness, Subjective well-being; Resilience
(definition, sources in childhood and youth).

PRACTICALS
Any two practicum (one in lab and one in field) on any of the two topics from the syllabus: using
scales on hope, optimism, life satisfaction, or subjective well- being. Field study on lifestyle and
illnesses in Indian sample.

REFERENCES
Allen, F. (2011).Health psychology and behaviour.Tata McGraw Hill Edition.(Unit 1: Chapters
6,7,8 and 9; Unit 2: Chapter 4; Unit 3: Chapter -8).

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Dimatteo, M. R., & Martin L. R. (2011).Health psychology. India: Dorling Kindersley. (Unit 1:
Chapter 1; Unit 2: Chapter 6).

Snyder, C.R., Lopez S. J., &Pedrotti, J. T. (2011). Positive psychology:The scientific and
practical explorations of human strengths. New Delhi:Sage. (Unit 4: Chapter 5).

Taylor, S.E. (2006). Health psychology, 6th Edition. New Delhi: Tata McGraw Hill.(Unit 2:
Chapter 3; Unit 3: Chapters 4 and 10).

ADDITIONAL RESOURCES
Dalal, A.K. (2016).Cultural Psychology of Health in India. Delhi: Sage.

Sanderson, C.A. (2018). Health Psychology: Understanding the Mind-body Connection (3rd
Edition). London, UK: Sage Publishers.

TEACHING LEARNING PROCESS

The curriculum is to be implemented using multiple teaching methods such as lectures,
technology-enabled learning, experiential exercises, classroom discussions, use of case
studies/films and documentaries/fiction, field visits, workshops etc. Indian research studies are to
be emphasized while teaching. Examples from real life, films and fiction will be frequently
drawn upon to make concepts come alive .Tutorial activities constitute an essential component of
the teaching-learning process in psychology. They provide the students much needed time and
space for personal reflection, clarify doubts arising out of subject matter, practice writing skills,
make presentations, review research papers, and design small research studies in the area of
health and its’s applications.

ASSESSMENT METHODS
This will be done through short answer questions covering a wide range of topics. Home and
class assignments. Semester end long answer questions to be used to assess in-depth knowledge.
The focus of assessment will be on students' understanding of their knowledge and their ability
to express their knowledge accurately. KEYWORDS
Health, Behaviour, Interventions, Exercise Happiness, subjective well-being, life satisfaction,
resilience, optimism.

C10: COUNSELLING PSYCHOLOGY

Core Course - (CC) Credit: 6

COURSE LEARNING OUTCOMES

● To equip students understand the meaning and process of counselling including personal
and professional aspects of a counsellor.
● To understand the evolution of the profession world-wide including India
● To have a deeper understanding of conventional and contemporary approaches to
counselling
● To explore Indian contribution and development in the profession
● Equipping students to apply counselling skills in diverse settings including a
multicultural society
● Skill development and training with the help of audio visual aids, participatory
exercises, role play and group discussions.
● Sensitization towards contemporary issues and diversity

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UNIT 1
Understanding counselling: Definition and goals; personal and professional aspects of a
counsellor; ethical considerations; similarities and differences with psychotherapy; historical
development of counselling; status of counselling in India, future trends in counselling.
UNIT 2
Conventional approaches to counselling: Person centered approach; Psychoanalytic,
Behaviouristic, Beck's Cognitive Therapy, Rational EBT.
UNIT 3
Contemporary approaches: Brief psychodynamic therapy, Narrative therapy,
Expressive Arts, Solution focused brief therapy and Yoga.
UNIT 4
Applications of counselling: school, career, grief and trauma counselling, counselling for
LGBTQ.
PRACTICALS
Participatory exercises/ case studies/ audio-visuals / role plays/ group discussions for any
TWO of the following: Understanding of Counselling process/skills. Training for counselling
skills based on any therapeutic modality or stages of counselling. Externships in reference to
different counselling contexts. Understanding diversity through sensitisation programmes
(LGBTQ/gender/culture)

REFERENCES

Corey, G (2013) Theory and Practice of Counseling and Psychotherapy. Wadsworth

(Unit 1: Chapter 1,Chapter 2: Unit 2:Chapter 4,Chapter 7,Chapter 9,Chapter 10: Unit 3:
Chapter 13)

Gladding, S &Batra, P. (2018) Counselling: A comprehensive profession. New Delhi:

Pearson (Unit I: Chapter 1,Chapter 2,Chapter 3,Chapter 4: Unit 2: Chapter 7,Chapter 8:
Unit 4: Chapter 13,Chapter 14, Chapter 15)
Nelson,R,J. (2012) Theory and Practice of Counseling and Therapy. New Delhi: Sage
South Asia. (Practicals)
Pandey, A. (2011). Psychotherapy and Indian thought. In R.M.M. Cornelissen, G.
Misra& S. Varma (Eds), Foundations of Indian Psychology (Unit 3:Volume 2, pp 36-
63). New Delhi: Pearson
Rao, K, R. &Paranjpe, A.C. (2017).Psychology in the Indian Tradition. New Delhi:
Springer (Unit 3: Chapter 7: 218-225; Chapter 8)
Seligman, L&Reichenberg, L.W. (2010) Theories of counseling and Psychotherapy. New
Jersey: Pearson (Unit 1: Chapter 1,Unit 2: Chapter 3,Chapter 8,Chapter 13, Chapter 14,
Chapter 16: Unit 3: Chapter 6, Chapter 7,Chapter 11)
Sharf, R. S. (2012). Theories of Psychotherapy and Counseling: Concepts and Cases.5th
Edition. Belmont: Brooks/Cole (Cengage Learning) (Unit 3,4)

ADDITIONAL RESOURCES
Rogers,C. (1995 ) On Becoming a Person: A Therapist’s View of Psychotherapy:
Houghton Miffin
Seth, S., Bhatia, H. and Chaddha, N.K. (2018).Counseling Skills: Knowing self and others.

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 New Delhi: The Reader’s Paradise
Yalom,I (2003) The Gift of Therapy. An open letter to a new generation of therapists and
their patients.Little Brown Book Group.

TEACHING LEARNING PROCESS

The thrust of the paper shall be on understanding the theoretical underpinnings and skill
development through interactive lectures, group discussions, case presentations, role play
and other forms of participatory exercises. The engagement purports to keep the students
motivated in acquiring new skills and incorporating the new knowledge towards evolving
as more sensitive, ethical and competent trainees in the process of counselling.

ASSESSMENT METHODS
Regular participatory exercises, presentations, group discussions, class assignments,
home assignments and quizzes

KEYWORDS
Counselling, classical and contemporary approaches, skills training, sensitization

C11: UNDERSTANDING PSYCHOLOGICAL DISORDERS – I

Core Course - (CC) Credit: 6

COURSE LEARNING OUTCOMES

● Understanding the concept of abnormal behaviour.
● Understanding the clinical picture and etiology of various subcategories of disorders
listed in the DSM-5.
● Exploring clinical assessment in an evidence based framework

UNIT 1
Introduction: Understanding abnormal behaviour Understanding classification: DSM & ICD
(Latest versions), Clinical assessment.
UNIT 2
Anxiety disorders (clinical picture &etiology): a) Specific Phobias & Social Anxiety Disorder,
Panic Disorder, Generalized anxiety disorder.
UNIT 3
Feeding and Eating Disorders (Anorexia Nervosa, Bulimia Nervosa and Binge-Eating
Disorder),b) Gender Dysphoria.
UNIT 4:
Schizophrenia : Schizophrenia: clinical picture and etiology

PRACTICALS
a) Clinical case analysis with use of secondary data including movies (signs, symptoms,
Etiology)/ Interview of cases from the above list of disorders.
b) Test any one: 16PF, MMPI-2, Beck Cognitive Inventories or any other clinically appropriate
test.

REFERENCES
Alloy, L.B., Riskind, J.H. and Manos, M.I. (Latest edition).Abnormal Psychology; Current
Perspectives. New Delhi: Tata McGraw Hill

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