SEMESTER-1

Name of Course Quantitative Research Methods and Data Analysis in Clinical

Psychology
Course Code: PSY- 701 Credit Hours 03(3-0)

Objectives
 The course is designed to familiarize the students with all aspects of research processes
from the generation of a research idea to data collection, analysis, and interpretation of
findings.
 The course also aims to develop scientific reasoning and understating of a link between
theory and empirical investigation

CONTENTS

 Scientific and Ethical Foundations of Research

Scientific and non-scientific methods
 Quantitative and Qualitative Research
 Research Designs and types of Research Design
 Theory and Hypotheses Evaluation in Research
 Subject Selection and Sampling
 The Interview, Content Analysis, Observation
 Data Analysis, Questionnaire Construction
 Measurement, (scales, reliability, validity, etc.)
 Personality and Research
 Research in Psychotherapy
 Ethical Issues in Research,
o Students will write a research report.

BOOKS RECOMMENDED
Barker, Chris, and Pitsrang, Nancy (1994) Research Methods in Clinical and Counseling
Psychology. John Wiley and Sons.
Bean, M. L. (1954) Construction of Educational and Personnel tests. McGraw Hill, New York.
Clark-Carter, D. (2004). Quantitative psychological research: A student’s handbook. New
York: Psychology Press.
Davis, S. F., & Smith, R. A. (2005). An introduction to statistics and research methods:
becoming a psychological detective. New Jersey: Pearson Prentice Hall.
Elmes, D.G., Kantowitz, H.L., & Roediger, H.L. (2003). Research methods in psychology (7th
ed.). Belmont: Wadsworth/Thomson Learning.
Fisher, R.A. (1950)Statistical Methods for Research Workers. Oliver Boyd, Edinburg.
Friedman, N. (1968) The Social Nature of Psychological Research. Basic Books, New York.
Hymen, H., Cobb, W, Feldman, J., Hart, C., and Stember, C.H.( 1954) Interviewing in Social
Research. University of Chicago Press, Chicago.
Jacobs, O. A (1970) Guide for Developing Questionnaire Items. National Technical
Information Service, U.S. Department of Commerce Springfield, Va.
Keppel, G. (1973) Design and Analysis: A Researcher's handbook. Englewood Cliffs, N, J.
Prentice-Hall.
Kerlinger, F.N., & Lee, H.B. (2000). Foundations of behavioral research (4th ed.). Belment:
Wadsworth/Thomson Learning.
Lewin, M. (1979) Understanding Psychological Research. John Wiley & Sons Inc. New York.
Mook, D.G. (2001). Psychological research: the ideas behind the methods. New York: W.W.
Norton & Company.
Roberts, M.C., & Ilardi, S. S. (2003). Handbook of research methods in clinical psychology.
Oxford: Blackwell Publishing.
Shaughnessy, J.J., Zechmeister, E.B., & Zechmeister, J.S. (2000). Research methods in
psychology (5th ed.). New York: McGraw-Hill.
Plutchik, R. (1974). Foundation of Experimental research. (2nded). Harper & Row, New York,
Course Name: PSYCHODIAGNOSIS AND ASSESSMENT-I
Course Code: PSY- 702 Credit Hours 03(3-0)

Objectives
 To introduce the students to the basic theoretical psychometric concepts and use of
psychological tests.
 Main course objectives include understanding the basic principles of psychological
measurement and the techniques of test construction, administration, and validation. Test
rationale, construction, characteristics, and the use of evaluation are emphasized.
 To understand assessment and evaluation of individuals, groups, and specific
populations.

CONTENTS
Introduction to psycho-diagnosis
 What is Psychodiagnosis
 Importance of Psychodiagnosis & Assessment
 Definition, nature, use, and limitations of Assessment
 Importance of Assessment
 Modes of Assessment
Diagnosis and Use of DSM-V
 Significance of clinical diagnosis
 Use of the manual
 Difference between DSM-V and Old DSM versions
 Research and DSM-V
Clinical Interviewing
 Types of Interviews
 Psychometric Aspects of Interview
 Cultural Aspects of the interview
 Case History Data
Psychological Testing (Administration, Scoring and Interpretation)
 Tests instructions and administration
 Tests scoring
 Tests interpretation

Psychological Tests
 Neuropsychological Tests.
 Intelligence Tests
 Personality Tests
 Achievement & Vocational Tests
 Ability & Aptitude Tests
 Others screening tests
Clinical Disorders
 Neurodevelopment disorders
 Schizophrenia spectrum and other psychiatric disorders
 Depressive disorders
 Anxiety disorders
 Obsessive-Compulsive Disorders
 Trauma-and related disorders
 Dissociative disorders
 Somatic symptom and related disorders
 Feeding and eating disorders

BOOKS RECOMMENDED
Butcher, J. (1979) New Developments in the use of the MMPI. University of Minnesota Press,
Minneapolis.
Colby, K. A. (1951). Primer for Psychotherapists. John Wiley & Sons, New York.
Cole, M, and Scribner, S. (1974). Culture and Thought. John Wiley & Sons, New York.
Dahlstrom, W., & Dahlstrom, L. (1980). Basic Reading on the MMPI. University of Minnesota
Press, Minneapolis.
Dahlstrom, Wand Welsh, G. (1982). An MMPI Handbook. University of Minnesota Press,
Minneapolis.
Diagnostic Statistical manual (IV). American Psychiatric Association Washington.
Fromrn Reich man, F. (1950). Principles of Intensive Psychotherapy. The University
Chicago Press, Chicago.
Gambrills, E. (1978). Behavior Modification: Handbook of Assessment, Intervention, and
Evaluation. Jossey- Bass, California.
Golden, C. (1981). Prognosis and Rehabilitation in Clinical Neuropsychology. Charles C.
Thomas, lIIinois.
Goosdenough, F. (1926). The measurement of Intelligence by Drawing. World Books
Company, New York.
Groth-marnat, G. (2005). Handbook of psychological assessment (4th ed.). New Jersey: John
Wiley & Sons.
Hutt. S.J. (1970). Direct Observation and measurement of behavior Charles C. Thomas, Pub.
Illinois.
Plante, T.G. (2005). Contemporary Clinical Psychology. (2nd ed.). New Jersey: John Wiley &
Sons.

Name of Course PSYCHOTHERAPY -I

Course Code: PSY- 703 Credit Hours 03(3-0)
Objectives
 To understand and change the abnormal behavior, cognition, and emotions through the
application of psychotherapeutic principles and techniques
 To equip the students with a strong knowledge, skill, and acumen in the detection,
evaluation, and diagnosis of various psychological conditions

CONTENTS

 The scope and limits of psychotherapy

 Aims and goals of psychotherapy
 The first interview
 Establishing rapport
 History-taking and identifying problems

Ethical and general principles of psychotherapy

 Ethics of American Psychological Association
 Therapeutic ethics, norms, and cultural boundaries
 Family and marital ethics
 Children and adults ethical boundaries
 General ethics
 When therapists break ethical boundaries

The scope of psychotherapy

 What is psychotherapy?
 Varieties of psychotherapy
 Educational, casework, and counseling approach versus psychotherapy
 Basic ingredients of psychotherapy
 Is psychotherapy effective?
Principles and conducts of psychotherapy
 Suitability psychotherapy
 General principles of psychotherapy
 Conducts of psychotherapy
 Dos and DON’Ts of the psychotherapy

Types of psychotherapy
 Supportive therapies
 Reeducative therapies
 Reconstructive therapies
 Miscellaneous therapies
 Phases of psychotherapy
 The beginning phase of the therapy
 The middle phase of the therapy
 End/follow-up phase of therapy

Demonstration of Psychotherapy
 Roleplaying
 Roleplay with dialogues and questioning
 Patient-therapist role playing
 Demonstration of structure therapeutic session

Psychotherapies
 Psychoanalysis
 Behavior therapy
 Cognitive therapy

Books Recommended

Beck, J. S., & Beck, A. T. (2011). Cognitive Behavior Therapy, basics and beyond. 2nd edition.
The Guilford Press, New York, Landon
Boll, T. J., Raczynski, J. M., & Leviton, L. C. (2004). Handbook of clinical health psychology:
Disorders of behavior and health. Washington, DC: American Psychological
Association.
Hecker, J. E. & Thorpe, G. L. (2005). Introduction to clinical psychology: Science, practice, and
ethics. New Delhi: Pearson Education Inc.

PSYCHOPHYSIOLOGY & PSYCHOPHARMACOLOGY -I

Course Code: PSY- 704 Credit Hours 03(3-0)

Objectives
 1. To understand the present methodologies and concepts of psychopharmacology /
neuroscience.
2. To equip students with knowledge of physiological bases of human behavior and its
relation to pharmacology.

CONTENTS
• Introduction of psychophysiology
o Definition of psychophysiology
o Role of psychophysiology in clinical diagnosis
o Important roots of psychophysiology in diagnosis

• Biological Roots of Physiological Psychology

o Advancements of psychophysiology
o Latest psychophysiological methods
o Biological and psychological association
o Latest techniques and modalities

 Nervous system (structure and functions)

o Major divisions of the nervous system (central and peripheral nervous system)
o Functions and localization of brain areas
o Function and role of spinal cord
o Peripheral nervous system and its major divisions

• Neurological process and psychological functions

o Neurological disorders
o Developmental disorders
o Neurodegenerative disorders

BOOKS RECOMMENDED
Carlson, N.R. (2005). Foundations of physiological psychology. (6th ed.). New York:
Pearson/Allyn and Bacon.
Kolb, Bryan & Whishaw, I. Q. (1980). Fundamentals of Human Neuropsychology.
Freeman San Francisco.
Longstaff, A. (2002). Neuroscience: Instant notes. New Delhi: Viva Books.
Nieuwenhuys, R., Voogd, J. & Vijzen, V. (1981). The human Central Nervous System
(2nd e.d.). Springer.
Pansky, B. & Allen, D. (1980). Review of Neuroscience. Macmillan Publishing.
Raymond, A . R. & Victor, M. (1985). Principles of Neurology. (3rd Ed). Mc Graw Hill Inc.
Tortora, G. & Evan, R. (1986). Principles of Human Physiology. (2nd Ed). Harper and Row
Publishers, New York.
Wistreinch, G. (1986). Laboratory manual for human Physiology; Concepts and Applications.
Harper and Row Publishers New York.

Course Name: CLINICAL TRAINING AND PLACEMENT-I

Course Code: PSY- 705 Credit Hours 03(0-3)

Objectives:
 a. To provide the understanding about the significance of clinical diagnosis and
assessment in clinical setting
b. To provide knowledge and understanding to students about the psychological
treatment and planning
c. To strengthen the students’ understanding about the clinical diagnosis
d. To increase the students’ skills in diagnosis and psychotherapies
e. To provide the understanding in diagnosis and psychotherapy in children

Course Requirements
 Assessments (Child) = 08
 Therapeutic sessions = 60

Clinical interviews and role plying

 Role playing and discussion
 Patients-therapist role
 Training about therapeutic procedures

Assessment Requirements:
 Each assessment is completed with 5 tests (as per patient’s need)
 Each assessment would be comprised of 5-7 sessions (connective)
 Each assessment session should be signed by supervisor
 Incomplete and rejected assessments will not be considered
 Assessment would be submitted after one week of completion
 All file tests should be scored according to the manuals

Therapeutic Session Requirements:

 Each session will be conducted according to treatment plan
 Each session should be sign by the supervisor
 Recording of therapeutic session

Ethical boundaries
 Patents’ data would remain confidential
 No one will exchange or handover own patients’ file to other internee
 A patient who is assessed at once, patients will not be assessed again for at least 6
months.
 Exchange of patient’s protocols or data would be considered a misconduct
 Internee can discuss his/her own case with colleagues, expert or supervisor for
patient betterment without disclosing any personal identity

Case presentation in conference

 One case will be presented in each class
  Each internee will present 3/4 complete cases in the whole semester
 Incomplete case will not be presented in case conference
 Each internee case presentation schedule will be displayed at start of semester
 Assessment reports will be collected according to the given schedule

Case presentation requirement

 Each case will be presented with following requirements;
o With complete and in-depth clinical interview
o With complete testing, scoring and interpretation
o With complete report writing and tentative diagnosis
o With complete treatment plan
o With case limitations