EIGHTH SEMESTER

Credit
Course Code Course Title
hours
Psy – 651 Positive Psychology 3
Psy – 652 Cyber psychology 3
Psy – 653 Counseling Psychology 3
Psy – 656 Educational psychology 3
Psy – 657 Neuropsychology (practicum/Case reports) 3
Psy – 610 Research Thesis 2*
Total 17
Semester: VIII

Psy: 651 Positive Psychology Credit hours: 3

Course Objectives:
 To highlight and discuss the importance of emotional and cognitive states as
well as positive interpersonal behavior which could make one’s life more
meaningful.
 To get an understanding of the valued personal experiences in the past, in
present and for the future contributing to personal satisfaction and happiness.
 To discuss how positive changes can be made in one’s life by thinking and
behaving positively at various levels and situations– schools, work, and
communities.
 To gain a deeper insight in the current research focused on pleasure, joy,
creativity, self-efficacy, flow, well-being, etc.

Course Outcome: At the completion of the course the student will be able to:
 Understand the value of personal experiences in the past, in the present and
for the future contributing to personal satisfaction and happiness.
 Understand the importance of emotional and cognitive states as well as
positive interpersonal behavior which could make one’s life more meaningful.
 Bring positive changes in one’s life by thinking and behaving positively at
various levels and situations– schools, work, and communities.
 Identify and use positive emotions and strengths to spark personal growth.
Course Contents
Overview of Positive Psychology
1. Introduction
 Positive Psychology in historical context
 Dimensions of subjective well-being: Happiness, Life satisfaction
 Traits of Happy People

2. Classification and measurement of human strengths

 Moving from the classification of Illness to 21 st century classification of human
strengths
 The Gallup Themes of Talent
 The Values in Action (VIA)
 The Search Institution’s 40 Developmental Assets
 Self-report measures of well-being
3. Positive Emotional States and Processes
4. Positive Emotions
 Importance of positive emotions
 Determinants of well-being, e.g., age, gender, money, work satisfaction, social
support, faith, self-esteem, etc.
 Positive Emotions and physical health
 Expanding the Repertoire of Pleasure
 Broad and built theory of positive emotions
5. Using emotions for coping
 Adaptive Potential of Emotion-Focused Coping
 Functions of Emotional Approach
 Neurobiological Basis of Emotional Responses
6. Emotional Intelligence (EI)
 Importance of EI
 Perceiving, understanding and managing emotions
 EI and positive outcomes
 Can EI be taught?
7. Positive Cognitive States and Processes
8. Self-Efficacy:
 Self-Efficacy and developmental antecedents, Neurobiology of self-efficacy,
Scales: Measuring self-efficacy

9. Optimism:
 Neurobiology of optimism and pessimism, Learning optimism (study of
Scheier and Craver), Measuring Learned Optimism
10. Hope:
 Characteristics and childhood antecedents, Neurobiology of hope
11. Wisdom:
 Implicit and explicit theories of wisdom, Relation between Wisdom and
Intelligence
12. Courage:
 Theories, Physical Courage, Moral Courage, Psychological courage,
 Vital courage, Learning and measuring courage, Fear and Courage
13. Flow:
 Flow theory, Dynamics of flow experience, Fostering Flow
14. Pro-social Behavior
15. Religiosity/Spirituality
 Purpose and pathways to Spirituality
 Research on Religiosity and Health
16. Altruism:
 Genetic and Neural Foundations of Empathy, The Empathy-Altruism
Hypothesis, Cultivating altruism
17. Gratitude:
 Gratitude as viewed in Islam, Cultivating gratitude, Measuring gratitude
 The psycho physiological underpinnings of gratitude
18. Forgiveness:
 The evolutionary and neurological basis of forgiveness, Forgiveness in Islam,
Measuring and cultivating forgiveness
19. Attachment:
 Attachment as an adaptive response, Neurobiology of interpersonal
connection, Parent-child attachment, Attachment styles & later adult
relationships
 Research on attachment styles, Building a mindful relationship connection
20. Positive environments:
  Positive parenting, Positive schooling, Good work, Positive communities,
Positive ageing
Recommended Books:
1. Baumgardner, S. R., &Crother, M. K. (2009).Positive Psychology.Pearson
Education.
2. Corer, L., Keyes, M., &Handit, J. (Eds.), (2002).Flourishing – Positive
psychology and the life.Washington: APA Publication
3. Edi, S. I. D. (2011). Applied positive psychology. Taylor and Francis: New
York.
4. Seligman, M. E. P. (2002). Authentic happiness. Free Press.
5. Snyder, C. R., Lopez, S. J., &Pedrotti, J. T. (2010). Positive psychology: The
scientific and practical explorations of human strengths (2nd ed.). USA:
SAGE Publications, Inc.
6. Snyder, C.R., & Lopez, S.J.(2007). Positive psychology. London: Sage
Publications.
7. Swinson, J. (2012). Positive psychology for teachers. London: Rutledge.
Semester: VIII
Psy: 652 Cyber Psychology Credit hours: 3

Course objectives: An Introduction to Cyber psychology is the first course to provide a student-
oriented introduction to this rapidly growing and increasingly studied topic. It is designed to
encourage students to critically evaluate the psychology of online interactions, and to develop
appropriate research methodologies to complete their own work in this field.
Course contents:
Chapter 1
 Introduction to Cyber psychology:
 Definition
 Scope and implications
 Conducting online research
 Primary research online
 Secondary research online
 Internet research ethics
Chapter 2
 Computer Mediated Communication and online media
 Communication tools online
 Language and online communication
 Communication theories

Chapter 3

 Self and identity in cyberspace

 Online behavior theories
 Impression management

 Privacy and trust online

 Sharing information online

Chapter 4

 the dark side of the Internet

 Trolling
 Prejudice and stereotyping online
 Sexual harassment online
  Cyber stalking

Chapter 5

 Forensic Cyber psychology

 Cybercrime

Chapter 6

 Abnormal cyber psychology

 What is the range of Internet-based disorders?
 Mobile phone separation anxiety and the Internet
 Pathological Internet usage

Chapter 7

 Young people/human-Computer/internet interaction

 The positive role of technology
 Gaming
 Videogaming
 Cyberbullying
 Social robotics

Recommended Books:
1. Connolly, I., Palmer, M., Barton, H., & Kirwan, G. (Eds.). (2016). An introduction
to cyberpsychology. Routledge.

2. Power, A. & Kirwan, G. (eds) (2014). Cyberpsychology and New Media: A

Thematic Reader. Hove / New York: Psychology Press.

3. Reips, U.-D. (2008). How Internet-mediated research changes science. In A.

Barak (ed.), Psychological Aspects of Cyberspace: Theory, Research,
Applications (pp. 268–294). Cambridge: Cambridge University Press.
4. Crystal, D. (2011). Internet Linguistics: A Student Guide. Abingdon,
Oxford/New York: Routledge.
5. Cunningham, C. (ed.). (2013). Social Networking and Impression
Management: Self-presentation in the Digital Age. Plymouth: Rowman &
Littlefield.

6. Chowanda, A., Blanchfield, P., Flintham, M. & Valstar, M. (2014, January).

ERiSA: Building Emotionally Realistic Social Game-Agents Companions. In T.
Bickmore, S. Marsella and C. Sidner (eds) Intelligent Virtual Agents (pp. 134–
143). New York: Springer International Publishing.

7. Erden, M. S. & Tapus, A. (2010, June). Postural Expressions of Emotions in a

Humanoid Robot for Assistive Applications. Robotics Science and Systems-
RSS Workshop on Learning for Human–Robot Interaction Modeling.
Zaragoza, Spain.

8. Jenkins, M. C., Churchill, R., Cox, S. & Smith, D. (2007). Analysis of user
interaction with service oriented chatbot systems. In J. A. Jacko (ed.) Human–
Computer Interaction: HCI Intelligent Multimodal Interaction Environments (pp.
76–83). Berlin Heidelberg: Springer

9. Weizenbaum, J. (1966). ELIZA – a computer program for the study of natural

language communication between man and machine. Communications of the
ACM, 9(1), 36–45.

10. Friedeberg, J. (2008). Artificial Psychology: The Quest for What it Means to
be Human. New York: Psychology Press.
Semester: VIII
Psy: 653 Counseling Psychology Credit hour: 3

Course Objectives:
 To provide students adequate knowledge of the concepts and theoretical
models of Counseling Psychology, the course is designed to help students
learn major dimensions of Counseling Psychology within its ethical and legal
framework.
 To train students work in counseling settings employing the principles of
counseling and to provide understanding of interpersonal interaction in
counseling and related issues

Course Outcome: At the completion of this course the student will be able to:

 Use basic counseling concepts and professional ethics in real life setting.
Course Contents
1. Introduction to Counseling
 Definition of counseling
 The development of counseling as a distinct profession
 Goals of counseling
 Currents trends and future directions
 Distinction between guidance, counseling, psychotherapy, and allied fields
2. On Becoming a Counselor
 Characteristics of effective counselors
 Role &responsibilities of a counselor
 Personal values in counseling
 The basis and importance of theory in counseling
3. Building a Counseling Relationship
 Definition and description of therapeutic alliance
 Factors that influence the counseling process: Structure, Initiative, Physical
setting, Client qualities
 Counseling relationship: The core conditions, Genuineness, Unconditional
positive regard, Empathic understanding, Concreteness
4. Working in Counseling Relationship
 Counselor skills in the understanding and action phases
 Changing perceptions, Leading, Immediacy, Multi-focused responding,
Accurate empathy, Self-disclosure, Humor, Confrontation, Transference and
counter transference
5. Termination of Counseling Relationship
 Function of termination
 The process of termination
 Timing of termination
 Issues of termination
6. Ethical and Legal aspects of Counseling
 Ethics, morality and law
 Professional code of ethics and standards
 Making ethical decisions
 Multiple relations in counseling
 Working with a counselor engaged in unethical practices
 Civil and criminal liability
 Legal issues with minors
 Client’s rights and records
 Counselor in court
7. Core Counseling Activities
 Groups in counseling
 Consultation
 Evaluation and research
 Testing, assessment and diagnosis
8. The Nature and Importance of Assessment in Counseling
 Why assessment
 The process of assessment
9. The Assessment Interview
 Interviewing essentials and techniques
 The physical arrangements, Rapport, Communication
10. Types of Initial Interviews
 Client versus counselor initiated interview
 Information oriented interview
 Relationship oriented interviews
 Identification of goals
 Types of interview: The intake interviews; the case-history interview; the
crisis interview; the diagnostic interview
 Reliability and validity of interview data, error and bias in interviews
 Mental Status Examination
11. Use of Tests in Counseling
 Uses and purposes of tests in counseling
 Intelligence test, Personality test, Aptitude test, Achievement test, Interest
inventories
 Test administration, scoring, interpretation and communication of test results
12. Counseling Techniques
a. Behavioral
 Therapeutic process
 Application: Techniques and procedures
b. Person Centered Counseling
 Therapeutic process
 Application: Techniques and procedures
 Cognitive Behavioral Counseling
 Rational-Emotive-Behavior-Therapy (REBT)
 Therapeutic process
 Application: Techniques and procedures
 Beck’s cognitive therapy
 Meichenbaum’scognitive behavior modification
13. Existential Counseling
  Therapeutic process
 Application: Techniques and procedures
14. Counseling in Specific Settings
 Marital and family counseling
 Career counseling
 School counseling
 Counseling of elderly
 Counseling people with special needs
 Counseling in medical setting
 Psychosocial First Aid
 Crisis counseling

Recommended Books:

1. Axelson, J. A. (1999). Counseling and development in a multicultural society.

London: Brooks/Cole Publishing Company.
2. Bergin, A. & Garfield, S. (1994). Hand book of psychotherapy and behavior
change. UK: John Wiley.
3. Capuzzi, D. & Gross, D. (1991).Introduction to counseling perspectives for
the 1990’s.USA: Allyn and Bacon.
4. Carroll, M., & Holloway, E. (1991).Counseling supervision in context.
London: SAGE publication Inc.
5. Corsini, R. (Latest edition). Currentpsychotherapies.Itasea: F.E: Peacock
Publishers.
6. Davy, J., & Ellis, S. (2000). Counseling skills in palliative care. Buckingham:
Open University Press.
7. Druden, W. (1992).Hard-earned lessons from counseling in action: UK: Sage
Publications.
8. Edi, C. F. (2012). The Sage handbook of counseling and psychotherapy
(3rd ed.). Los Angeles: Sage.
9. Edi, M. B. (2010). Understanding counseling and psychotherapy. UK:
Sage.Gilliland, B. E., & James, R. K. (1998).Theories and strategies in
counseling and psychotherapy.London: Allyn and Bacon.
10. Eisenbergy, S. & Delaney, D. (1978).The counseling process: Rand McNally
Publications.
11. Geldard, K. (2010). Counseling adolescents (3rd ed.). Los Angeles: Sage.
12. Gilliland, B. E., & James, R. K. (1998).Theories and strategies in counseling
and psychotherapy. London: Allyn and Bacon.
13. Goldenberg, H., & Goldenberg, I. (2002).Counseling today’s families. (4th
ed.). USA: Brooks/Cole Publishing Company.
14. Hanser, J., Steric, R., &Warmer, R. H. (Latest ed.). Counseling theory and
process. Boston: Allyn and Bacon.
15. Hough, M. (2010).Counseling skills and theory (3rd ed.). UK:
HodderEducationKorchin, S. (Latest edition). Modern clinical psychology.
NY: Basic Books company.
16. Nayak, A. K. (1997). Guidance and counseling. New Delhi: APH Publishing
Corporation.
17. Nelson-Jones, R. (2011). Six key approaches to counseling and therapy
(2nd ed.). NJ: John Wiley & Sons.
18. Nelson-Jones, R. (2011). Theory and practice of counseling and therapy
(5th ed.). Los Angeles: Sage.
19. Nelson-Jones, R. (2012). Basic counseling skills (3rd ed.). Los Angeles: Sage.
20. Palmer, S., & McMahon, G. (2000).Handbook of counseling (2nd ed.). New
York: British Association for Counseling.
21. Synder, C. R. & Forsyth, D. (1991).Handbook of clinical and social
psychology. USA: Pergamon Press.
22. Timulak, L. (2011). Developing your counseling and psychotherapy skills
and practice. Los Angeles: Sage.
23. Yalon, I. D. (Latest edition). The theory and practice of group psychology.
New York: Basic Books Publishing Company.
Semester: VIII
Psy: 656 Educational psychology Credit hours: 3

Course Objectives:
 To teach students different methods of improving teaching skills
 To make them aware of importance of psychology in the field of education
 To provide them knowledge about improving student-teacher relationship
Course Outcome: At the completion of the course, the student will be able to:
 Apply the knowledge of psychology in the field of education
 Improve student-teacher relationship and class room management
Course Contents:
1. Introduction
 Scope of Educational Psychology
 Historical background
 Role of Education psychologist in school
2. Method of Studying Behavior in Educational Settings
 Observational method
 Experimental method,
 Survey and case study method
3. Theories of Educational Psychology
 Piaget’s and Vygotsky’s work
 Erickson’s work, socio and emotional development
 Moral development
 Behavioristic model
4. Assessment in Educational Setting
 Aptitude Testing
 Classification and measurement of aptitude
 Intelligence assessment
 Assessing learning disabilities
  Assessing Conduct and Behavioral problems in Children
5. Sensory and Physical Disorders
 Speech and language disorders
 Learning disabilities
 Emotional & behavioral disorders
6. Approaches to Learning
 Classical and operant condition
 Social and cognitive approaches to learning
 Factor influencing learning
 Learner, teacher, content related factors
 Student teacher relationship & communication
7. Memory
 Short and long term memory
 Meta cognition
 How to improve memory
8. Motivation in Educational Setting
 Assessing class room
 Teaching pedagogy
 Curriculum development
 Student evaluation
9. Classroom Management
 Approaches of Classroom management
 Common mistakes in classroom behavior management
 Techniques/ Strategies of Classroom management
Recommended Books:
1. Edi, A. K. T. (2011). Teaching of Psychology. New Delhi: Educational
Publishers.
2. Edi, D. U. (2010). Teaching Psychology in Higher Education UK: BPS
Blackwell.
3. Mangal, S.K.(2007).Essentials of educational psychology. New Delhi, India:
PHI Learning privateLimited.
 4. O’Donnell A. M., Reeve, J., & Smith, J. K. (2009).Educational psychology
(2nd ed.). NY: Wiley.
5. Ormord, J.E. (1995) Educational Psychology: Developing learners. Prentice –
Hall, Inc.
6. Santrock, J. W. (2005). Educational psychology (3rd ed.). USA: McGraw Hill
International.
7. Swinson, J. (2012). Positive psychology for teachers. London: Rutledge.
8. Thorndike, R. M. (2011). Measurement and Evaluation in Psychology and
Education(8th ed.). New Delhi: PHI Learning.

Semester: VIII
Psy: 657 Neuropsychology (Practicum/ Case Reports/ Internship)
Credit hours: 3
Course Objectives: The main objectives of this course are:
 To equip students with the knowledge of neurological basis of behavior:
central nervous system, in particular brain, its structure and function
 Students will be provided orientation in identification, assessment and
intervention of neuropsychological disorders and neurological condition.
Course Outcomes: At the completion of this course, the student will be able to:
 Understand structure and functions of nervous system, specifically brain
anatomy and localization of higher order mental processes.
 Assess and identify neuropsychological deficits in patients with neurological
and psychiatric conditions through neuropsychological assessment.
 Understand neuropsychological basis of Psychological disorders (i.e.
Schizophrenia, Anxiety, Depression, OCD, Substance Use disorder)
1. Introduction and Overview of Neuropsychology
 Definition of neuropsychology, Scope of Neuropsychology
 The practice of neuropsychology, assessment and diagnosis, treatment and
rehabilitation
 Status of Neuropsychology
2. Education and Training of the Neuropsychologist
 Theoretical orientation required, training environment, consequence of
insufficient experience with brain damaged patients, competence in the field
of neuropsychology.
 Comparison with other mental health professionals
3. Neuroanatomy of the Nervous System
 Neurons, and synaptic transmission
 Different brain areas

4. Neuropsychological Assessment
 Choosing neuropsychological tests, case histories and interviews, test
administration and interpretation(WAIS, WMS, Trail making Test, Luria
 Nebraska Battery, Star Pattern, NFI, Dysexecutive Functioning test, Stroop
test, Wisconsin Card Sorting, etc.)
5. Neurobehavioral Disorders
 Amnesia, delirium, dementia, PTSD, other acquired neurobehavioural
disorders, preexisting neurobehavioral disorders: ADHD, Tourette’s
Syndrome, learning disabilities.
6. Neurological Disorders:
 Traumatic brain injury & head injury, stroke, epilepsy, tumors, headaches,
infections, disorders of motor neurons and spinal cord, disorder of sleep.
Recommended Books:
1. Baker, L. (2001). Learning and behavior: Biological, psychological
and sociocultural perspectives. Upper Saddle River, NJ: Prentice-Hall.
2. Bakker, D.J. (1990). Neuropsychological treatment of dyslexia.Oxford
University Press.
3. Benson, D.F. (1994). The neurology of thinking. New York: Oxford
University Press.
4. Ed, T. D. M. (2010).Neuropsychology of everyday functioning NY: The
Guilford Press.
5. Edi, J. M. G. (2010). Handbook of clinical neuropsychology (2nd ed.). UK:
Oxford University Press.
6. Dawson, G. & Fisher, K.W. (1994).Human behavior and the developing
brain. New York: Guilford Press.
7. Doerr, H.O. & Carlin, A.S. (1991).Forensic neuropsychology: Legal and
scientific bases. New York: Guilford Press.
8. Fletcher-Janzen, E., Strickland, T., & Reynolds, C. (2000).Handbook of
cross-cultural Neuropsychology. New York: Kluwer Academic/Plenum
Publishers.
9. Golden, C., Espe-Pfeifer, P., &Wachsler-Felder, J.
(2000).Neuropsychological interpretations of objective psychological tests.
New York: Kluwer Academic/Plenum Publishers.
10. Goldstein, L. H. (2013). Clinical neuropsychology (2nd ed.). Wiley
 Blackwell: UK.
11. Johnson-Greene, D., Dehring, M., Adams, K.M., Miller, T., Arora, S., Beylin,
A., &Drandon, R. (1997). Accuracy of self-reported educational attainment
among diverse patient populations: A preliminary investigation. Archives of
Clinical Neuropsychology: Journal of the National Academy of
Neuropsychology, 12, 635-643.
12. Kolb, B. &Whishaw, I.Q. (1995).Fundamentals of human neuropsychology.
(4thed.). New York: Freeman.
13. Lacks, P. (1999).Bender Gestalt: Screening for brain dysfunction. Wiley
Press, New York.
14. Lezak, M.D. (1995). Neuropsychological assessment. (3rded.). New York:
Oxford University Press.
15. Obrzut, J.E. &Hynd, G. W.(1991).Neuropsychological foundations of
learning disabilities: A handbook of issues, methods, and practice. Orlando,
FL: Academic Press.
16. Pennington, B.F. (1991). Diagnosing learning disorders: A
neuropsychological framework: Guilford Press.
17. Sattler, J. (1998). Clinical and forensic interviewing of children and families.
San Diego, CA: Sattler Publishing.
18. Sbordone, R.J., Saul, R. E., &Purisch, A.D. (2007).Neuropsychology for
psychologists, health care professionals and attorneys (3rded.). USA: Taylor
& Francis Group, LLC.
Wood, C., Maruff, P., Levy, F., Farrow, M., & Hay, D. (1999). Covert orienting of visual spatial
attention in attention deficit hyperactivity disorder: Does comorbidity make a difference?
Archives of Clinical Neuropsychology: Journal of the National Academy of Neuropsychology, 1