BSc Psychology

B.Sc.
, PSYCHOLOGY
(For Affiliated Colleges of Periyar University, Salem)
TANSCHE SYLLABUS
(25% revised inclusive of Core,
Elective, SEC, FC and Value Added
Course Syllabus)
FROM THE ACADEMIC YEAR

2023-2024
Periyar University
Salem - 636011
CONTENTS
i. Introduction
ii. PO and PSO Description
iii. UG – Template
iv. Methods of Evaluation & Methods of Assessment
v. Semester Index.
vi. Subjects – Core, Elective, Nonmajor, Skill Enhanced,
Ability Enhanced, Extension Activity, Environment,
Professional Competency
1) Course Lesson Box
2) Course Objectives
3) Units
4) Learning Outcome
5) Refence and Text Books
6) Web Sources
7) PO Mapping tables
1. Introduction
B.Sc. Psychology: Programme Outcome, Programme Specific

Outcome and Course Outcome
Psychology is the scientific study of mind and behaviour. It is a
broad and diverse field with many career options for the students. This
course forms the foundation for the students aspiring to specialize in
various fields such as education, hospital, industrial, forensic, and
many more. The key core areas of study in Psychology include general
psychology, developmental psychology, social psychology, abnormal
psychology and experimental psychology. This programme helps
learners in building a solid foundation for higher studies in Psychology.
In addition students are equipped with skills that facilitate employment.
The Bachelor’s Degree B.Sc. Psychology is awarded to the students
on the basis of knowledge, understanding, skills, attitudes, values
and academic achievements expected to be acquired by learners at
the end of the Programme. Learning outcomes of Psychology are
aimed at facilitating the learners to acquire these attributes, keeping
in view of their preferences and aspirations for gaining knowledge of
Psychology.
LEARNING OUTCOMES-BASED CURRICULUM FRAMEWORK

GUIDELINES BASED REGULATIONS FOR UNDER GRADUATE
PROGRAMME
Programm U.G.
e:
Programme
Code:
Duration: 3 years [UG]
Programme PO1: Disciplinary knowledge: Capable of demonstrating
Outcomes: comprehensive knowledge and understanding of one or
more disciplines that form a part of an
undergraduate Programme of study
PO2: Communication Skills: Ability to express
thoughts and ideas effectively in writing and orally;
Communicate with others using appropriate media;
confidently share one’s views and express
herself/himself; demonstrate the ability to listen
carefully, read and write analytically, and present
complex information in a clear and concise manner to
different groups.
PO3: Critical thinking: Capability to apply analytic
thought to a
body of knowledge; analyse and evaluate evidence,
arguments, claims, beliefs on the basis of empirical
evidence; identify relevant assumptions or implications;
formulate coherent arguments; critically evaluate practices,
policies and theories by following scientific approach to
knowledge development.
PO4: Problem solving: Capacity to extrapolate from
what one has learned and apply their competencies to
solve different kinds of non-familiar problems, rather
than replicate curriculum content knowledge; and
apply one’s learning to real life situations.
PO5: Analytical reasoning: Ability to evaluate the
reliability and relevance of evidence; identify logical flaws
and holes in the arguments of others; analyze and
synthesize data from a variety of sources; draw valid
conclusions and support them with evidence and
examples, and addressing opposing viewpoints.
PO6: Research-related skills: A sense of inquiry and
capability for asking relevant/appropriate questions,
problem arising, synthesising and articulating; Ability to
recognise cause-and- effect relationships, define
problems, formulate hypotheses, test hypotheses,
analyse, interpret and draw conclusions from data,
establish hypotheses, predict cause-and-effect
relationships; ability to plan, execute and report the
results of an experiment or investigation
PO7: Cooperation/Team work: Ability to work effectively
and respectfully with diverse teams; facilitate cooperative
or coordinated effort on the part of a group, and act
together as a group or a team in the interests of a
common cause and work efficiently as a member of a
team
PO8: Scientific reasoning: Ability to analyse, interpret
and draw conclusions from quantitative/qualitative
data; and critically evaluate ideas, evidence and
experiences from an open- minded and reasoned
perspective.
PO9: Reflective thinking: Critical sensibility to lived
experiences, with self awareness and reflexivity of both
self and society.
PO10 Information/digital literacy: Capability to use
ICT in a variety of learning situations, demonstrate
ability to access, evaluate, and use a variety of relevant
information sources; and use appropriate software for
analysis of data.
PO 11 Self-directed learning: Ability to work
independently, identify appropriate resources required
for a project,and manage a project through to
completion.
PO 12 Multicultural competence: Possess knowledge
of the values and beliefs of multiple cultures and a
global perspective; and capability to effectively engage in
a multicultural society and interact respectfully with
diverse groups.
PO 13: Moral and ethical awareness/reasoning: Ability
to embrace moral/ethical values in conducting one’s life,
formulate a position/argument about an ethical issue
from multiple perspectives, and use ethical practices in all
work. Capable of demon starting the ability to identify
ethical issues related to one‟s work, avoid unethical
behaviour such as fabrication, falsification or
misrepresentation of data or committing plagiarism, not
adhering to intellectual property rights; appreciating
environmental and sustainability issues; and adopting
objective, unbiased and truthful actions in all aspects of
work.
PO 14: Leadership readiness/qualities: Capability for
mapping out the tasks of a team or an organization, and
setting direction, formulating an inspiring vision, building a
team who can help achieve the vision, motivating and
inspiring team members to engage with that vision, and
using management skills to guide people to the right
destination, in a smooth and efficient way.
PO 15: Lifelong learning: Ability to acquire knowledge
and skills, including „learning how to learn‟, that are
necessary for participating in learning activities
throughout life, through self- paced and self-directed
learning aimed at personal development, meeting
economic, social and cultural objectives, and adapting to
changing trades and demands of work place through
knowledge/skill development/reskilling.
Programme PSO1: To enable students to apply basic
Specific microeconomic, macroeconomic and monetary concepts
Outcomes: and theories in real life and decision making.
PSO 2: To sensitize students to various economic issues
related to Development, Growth, International
Economics, Sustainable Development and Environment.
PSO 3: To familiarize students to the concepts and
theories related to Finance, Investments and Modern
Marketing.
PSO 4: Evaluate various social and economic problems
in the society and develop answer to the problems as
global citizens.
PSO 5: Enhance skills of analytical and critical
thinking to analyze effectiveness of economic policies.
PO 1 PO2 PO3 PO4 PO5 PO6 PO7 PO
8
PSO Y Y Y Y Y Y Y Y
1
PSO Y Y Y Y Y Y Y Y
2
PSO3 Y Y Y Y Y Y Y Y
PSO Y Y Y Y Y Y Y Y
4
PSO Y Y Y Y Y Y Y Y
5
3 – Strong, 2- Medium, 1- Low
Highlights of the Revamped Curriculum:

 Student-centric, meeting the demands of industry & society,
incorporating industrial components, hands-on training, skill
enhancement modules, industrial project, project with viva-
voce, exposure to entrepreneurial skills, training for competitive
examinations, sustaining the quality of the core components
and incorporating application oriented content wherever
required.
 The Core subjects include latest developments in the education
and scientific front, advanced programming packages allied
with the discipline topics, practical training, devising
mathematical models and algorithms for providing solutions to
industry / real life situations. The curriculum also facilitates
peer learning with advanced mathematical topics in the final
semester, catering to the needs of stakeholders with research
aptitude.
 The General Studies and Mathematics based problem solving
skills are included as mandatory components in the ‘Training
for Competitive Examinations’ course at the final semester, a
first of its kind.
 The curriculum is designed so as to strengthen the Industry-
Academia interface and provide more job opportunities for the
students.
 The Industrial Statistics course is newly introduced in the
fourth semester, to expose the students to real life problems
and train the students on designing a mathematical model to
provide solutions to the industrial problems.
 The Internship during the second year vacation will help the
students gain valuable work experience, that connects
classroom knowledge to real world experience and to narrow
down and focus on the career path.
 Project with viva-voce component in the fifth semester enables
the student, application of conceptual knowledge to practical
situations. The state of art technologies in conducting a
Explain in a scientific and systematic way and arriving at a
precise solution is ensured. Such innovative provisions of the
industrial training, project and internships will give students
an edge over the counterparts in the job market.
 State-of Art techniques from the streams of multi-disciplinary,
cross disciplinary and inter disciplinary nature are
incorporated as Elective courses, covering conventional topics
to the latest - Artificial Intelligence.
Value additions in the Revamped Curriculum:
Semester Newly Outcome / Benefits

introduced
Components
I Foundation  Instill
Course confidenceamong students
To ease the  Create interest for
transition of thesubject
learning from
higher
secondary to
higher
education,
providing an
overview of the
pedagogy of
learning
Literature and
analysing the
world through
the literary
lens
gives rise to a
new
perspective.
I, II, III, IV Skill  Industry
En readygraduates
hancement  Skilled human
papers resource
(Discipline  Students are equippedwith
centric / essential skills to
Generic / make them
Entrepreneuri employable
al)  Training on
language and
communication skills
enable the students
gain
knowledge and
exposure in the
competitive world.
 Discipline centric skill will
improve the Technical
knowhow of solving real life
problems.
III, IV, V & VI Elective papers  Strengthening

thedomain knowledge
 Introducing
thestakeholders to
theState-of Art
techniquesfrom the
streams ofmulti-
disciplinary, cross
disciplinary and inter
disciplinary nature
 Emerging topics inhigher
education/ industry/
communication network
/ health sectoretc. are
introduced with hands-on-
training.
IV Elective Papers  Exposure to industry

moulds students into
solution providers
 Generates Industry ready
graduates
 Employment
opportunities enhanced
V Semester Elective papers  Self-learning

isenhanced
 Application of the concept to
real situation is
conceived resulting in
tangible outcome
VI Semester Elective papers
 Enriches the
studybeyond the course.
 Developing a
researchframework and
presenting
thei
r independent
an
d intellectual
idea
seffectively.
Extra Credits:  To cater to the needs

For Advanced Learners / Honors ofpeer learners /
degree research aspirants
Skills acquired from the Courses Knowledge, Problem Solving,

Analytical
ability, Professional
Competency,
ProfessionalCommunication
and
Transferrable Skill
Credit Distribution for UG Programmes
Sem I Cre H Sem II Cre H Sem III Cre H Sem IV Cre H Sem V Cred H Sem VI Cr H
dit dit dit dit it ed
it
Part 1. 3 6 Part..1. 3 6 Part..1. 3 6 Part..1. 3 6 5.1 4 5 6.1 Core 4 6
Language Language Language Language Core Course
– Tamil – Tamil – Tamil – Tamil Course – CC
– XIII
\CC IX
Part.2 3 6 Part..2 3 6 Part..2 English 3 6 Part..2 3 6 5.2 Core 4 5 6.2 Core 4 6
English Englis Englis Course Course
h h – CC X – CC
XIV
1.3 Core 5 5 2..3 Core 5 5 3.3 Core 5 5 4.3 Core 5 5 5. 3.Core 4 5 6.3 4 6
Course – Course – Course – CC Course – Course Core
CC I CC III V CC VII Core CC Course
-XI – CC
XV
Industry
Module
1.4 Core 5 5 2.4 Core 5 5 3.4 Core 5 5 4.4 5 5 5. 4 5 6.4 3 5
Course – CC Course – Course – CC Core 4.Core Elective -
II CC VI Course Course –
– /
IV CC VIII Project VII
with viva- Generic/
voce Discipline
CC -XII Specific
1.5 Elective I 3 4 2.5 Elective 3 4 3.5 Elective III 3 4 4.5 Elective 3 3 5.5 3 4 6.5 3 5
Generic/ II Generic/ Generic/ IV Generic/ Elective V Elective
Discipline Discipline Discipline Discipline Generic/ VIII
Specific Specific Specific Specific Discipline Generic/
Specific Disciplin
e Specific
1.6 Skill 2 2 2.6 Skill 2 2 3.6 Skill 1 1 4.6 Skill 2 2 5.6 3 4 6.6 1 -
Enhancement Enhancement Enhancement Enhancemen Elective VI Extension
Cours Cours Course SEC-4, t Generic/ Activity
e e (Entrepreneuria Course Disciplin
SEC- SEC- SEC-6 e
1 2
l Skill) Specific
1.7 Skill 2 2 2.7 Skill 2 2 3.7 Skill 2 2 4.7 Skill 2 2 5.7 2 2 6.7 Profes- 2 2
Enhanceme Enhanceme Enhanceme Enhanceme Value sional
nt nt nt n Educatio
n
-(Foundation Course – Course SEC-5 t Compe-
Course) SEC- 3 Course tency
SEC-7 Skill
3.8 E.V.S. - 1 4.8 E.V.S 2 1 5.8 2
Summer
Internshi
p
/Industria
l Training
23 30 23 30 22 30 25 30 26 30 21 30
Total – 140
Credits
Choice Based Credit System (CBCS), Learning Outcomes Based
Curriculum Framework (LOCF) Guideline Based Credit and Hours
Distribution System for all UG courses including Lab Hours
First Year – Semester-I
Part List of Credi No.

Courses t of
Hour
s
Part- Language – Tamil 3 6
1
Part- English 3 6
2
Part- Core Courses & Elective Courses [in Total] 13 14
3
Skill Enhancement Course SEC-1 2 2
Part- Foundation Course 2 2
4
23 30
Semester-II

Courses t of
Hour
s
Part- Language – Tamil 3 6
1
Part- English 3 6
2
3
Part- Skill Enhancement Course -SEC-2 2 2
4 Skill Enhancement Course -SEC-3 (Discipline 2 2
/
Subject Specific)
23 30
Second Year – Semester-III

Courses t of
Hour
s
Part- Language - Tamil 3 6
1
Part- English 3 6
2
3
Part- Skill Enhancement Course -SEC-4 1 1
4 (Entrepreneurial
Based)
Skill Enhancement Course -SEC-5 (Discipline 2 2
/
Subject Specific)
E.V.S - 1
22 30
Semester-IV

Courses t of
Hour
s
Part- Language - Tamil 3 6
1
Part- English 3 6
2
Part- Core Courses & Elective Courses [in Total] & 13 13
3 Laboratory
Part- Skill Enhancement Course -SEC-6 (Discipline 2 2
4 / Subject Specific)
Skill Enhancement Course -SEC-7 (Discipline 2 2
/
Subject Specific)
E.V.S 2 1
25 30
Third
Year
Semester-
V
Part List of Credi No. of
Courses t Hours
Part- Core Courses including Project / Elective 22 26
3 Based &
Laboratory
Part- Value Education 2 2
4 Internship / Industrial Visit / Field Visit 2 2
26 30
Semester-VI
Part List of Credi No. of

Courses t Hours
Part- Core Courses including Project / Elective 18 28
3 Based
Part Extension Activity 1 -

-4 Professional Competency Skill 2 2
21 30
Consolidated Semester wise and Component wise Credit distribution

Parts Sem Sem Sem Sem Sem Sem Total
I II III IV V VI Credit
s
Part I 3 3 3 3 - - 12
Part II 3 3 3 3 - - 12
Part III 13 13 13 13 22 18 92
Part IV 4 4 3 6 4 1 22
Part V - - - - - 2 2
Total 23 23 22 25 26 21 14
0
*Part I. II, and Part III components will be separately taken into
account for CGPA calculation and classification for the
under graduate programme and the other components. IV, V
have to be completed during the duration of the programme as
per the norms, to be eligible for obtaining the UG degree.
Methods of Evaluation
Internal Continuous Internal Assessment Test

Evaluation Assignments 25 Marks
Seminars
Attendance and Class Participation
External End Semester Examination 75 Marks

Evaluation
Total 100 Marks
Methods of Assessment
Recall (K1) Simple definitions, MCQ, Recall steps, Concept

definitions
Understand/ MCQ, True/False, Short essays, Concept explanations,
Comprehend Short summary or overview
(K2)
Application Suggest idea/concept with examples, Suggest formulae,
(K3) Solve problems,
Observe, Explain
Analyze Problem-solving questions, Finish a procedure in many
(K4) steps,
Differentiate
between various ideas, Map knowledge
Evaluate Longer essay/ Evaluation essay, Critique or justify with
(K5) pros and
cons
Create (K6) Check knowledge in specific or offbeat situations,
Discussion, Debating or
Presentations
Illustration for B.Sc Psychology Curriculum Design
First year Semester-I
Part List of Credi Hours
Courses t per
week
(L/T/P)
Part-I Language -Tamil 3 6
Part English 3 6
- II
Part Introduction to Psychology I 5 5
- III Biological Psychology 5 5
Building Psychological Capital 3 4
Skill Enhancement Course (Non Major Elective) 2 2
Part – Stress Management
- IV Foundation Course FC - Careers and Ethics in 2 2
Psychology
23 30
Semester-II
Part List of Credi Hours per
Courses t week
(L/T/P)
Part- Language -Tamil 3 6
I
Part- English 3 6
II
Part Introduction to Psychology II 5 5
- III Developmental Psychology I 5 5
Cross Cultural Psychology 3 4
Part Skill Enhancement Course (Non Major 2 2
- IV Elective) – Personality Development
Skill Enhancement Course (Discipline / 2 2
Subject
Specific) – Psychological First Aid
23 30
Second Year Semester-III
Part List of Credi Hours per
Courses t week
(L/T/P)
Part- Language -Tamil 3 6
I
Part English 3 6
- II
Part Developmental Psychology II 5 5
- III Psychopathology I 5 5
Statistics for behavioural Science 3 4
Part Skill Enhancement Course (Entrepreneurial 1 2
- IV Based)- Business Communication
Skill Enhancement Course (Discipline / 2 2
Subject Specific) – Relaxation Techniques
22 30
Semester-IV
Courses t per week
(L/T/P)
Part-I Language-Tamil 3 6
Part- English 3 6
II
Part Psychopathology II 5 5
- III Assessments in Psychology I (Laboratory 5 5
Practical)
Introduction to Research Methodology 3 3
Part Skill Enhancement Course - Therapy 2 2
- IV Techniques For example: Art therapy, Play
therapy, etc
Skill Enhancement Course - Conflict Resolution 2 2
Environmental Studies 2 1
25 30
Third Year Semester-V
Courses t per week
(L/T/P)
Part Social Psychology I 4 5
- III Cognitive Psychology 4 5
Organizational Psychology 4 5
Assessments in Psychology II (Laboratory 4 5
Practical)
Counselling Psychology 3 4
Project with Viva voce 3 4
Part Value Education – Yoga for Health 2 2
- IV Internship / Industrial Training 2 -
(Summer vacation at the end of IV semester
activity)
26 30
Semester-VI
Courses t per week
(L/T/P)
Part Social Psychology II 4 6
- III Educational Psychology 4 6
Health Psychology 4 6
Sports and Exercise Psychology 3 5
Environmental Psychology 3 5
Part Professional Competency Skill – Communicative 2 2
- IV Skills
Part Extension Activity 1 -
-V
21 30
Total Credits: 140
PART III - CORE PAPERS

Title of the Introduction to Psychology I
Course
Paper Number CORE I
Categor Core Year I Credit 5 Cours
y Semester I s e
Code
Instructional Lecture Tutorial Lab Total
Hours per week Practice
4 1 -- 5
Pre-requisite
Objectives of ● To offer the students a comprehensive
the overview and understanding of the Origins,
Course Goals, Research Methods and Fields of
Specialization in Psychology.
● The basic principles of sensation for
vision, hearing, smell, taste and
bodily senses.
● The principles of Perception and Illusion.
● Learning theories highlighting on the
principles of Classical and Operant
Conditioning and Observational Learning.
● Emotions and theoretical perspectives of
emotions.
Course Outline Unit I: Introduction to Psychology: Definition
of Psychology. Nature of Psychology. Origin of
Psychology. Philosophical origins: Early Indian
and Greek thoughts, Major ideas of Descartes,
Locke. Brief history of modern scientific
Psychology: Structuralism, Functionalism,
Behaviourism, Gestalt psychology, Piaget,
Psychoanalysis, Cognitive approach. Scientific
approach to Psychology.
Unit II: Scope of Psychology: Goals of
Psychology. Role of a psychologist in society.
Branches of Psychology: Clinical Psychology,
Industrial Psychology, Counselling Psychology,
Developmental Psychology, Social Psychology,
Positive Psychology, Sports Psychology, Health
Psychology, Criminal Psychology, Gender
Psychology, Biopsychology.
Unit III: Attention, Sensation & Perception:
Attention: Definition, Factors affecting attention,
Set in attention.
Sensation: Definition, Types of sensation,
Elements of
Sensation. Perception: Definition, Gestalt Laws,
Subliminal perception, ESP
Unit IV: Learning: Characteristics of Learning.
Classical conditioning (Pavlov) - Principles
involved, Significance, Operant Conditioning (B.F
Skinner) – Principles involved, Significance, Trial
and Error (Thorndike) Conditioning – Principles
Involved, Significance, Insight learning (Kohler)-
Principles Involved, Significance, Social Learning
Theory (Bandura)- – Principles Involved,
Significance.
Unit V: Emotion: Definition. Nature. Types.
Physiological Responses-Arousal and Emotional
Intensity. Theories: James Lange Theory, Cannon
Bard Theory, Schachter- Singer Theory, Richard
Lazarus’ Theory. Communication of Emotion:
Emotional Expression, Characteristics, Innate
Expression of Emotions, Social Aspects of
Emotional Expressions.
Extended Questions related to the above topics, from
Professional various competitive examinations UPSC / TRB /
Component (is a NET / UGC –
part of CSIR / GATE / TNPSC /others to be
internsolved (To be discussed during the
al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Skills acquired Knowledge, Problem Solving, Analytical ability,
from this Professional
course Competency, Professional
Communication and Transferrable Skill
Recommended 1. Passer, M.W. & Smith R.E. (2007)
Text Psychology- The Science of mind and
Behavior (3rd ed.) New Delhi: Tata
McGraw-Hill Publishing Company Ltd
2. Baron, R.A. & Misra, G. (2017)
Psychology Indian Subcontinent Edition
(5thed.) India, U.P.: Pearson India Inc.
3. Ciccarelli, S.K., & White, J.N.
Psychology 5thed. (2018). Adapted
Misra, G. Noida: Pearson India
Education Services Pvt Ltd
4. Hockenbury, D. H. & Hockenbury, S. E.
(2003).
Psychology (3rd ed.) New York: Worth
Publishers.
5. Khatoon, N. (2012) General Psychology.
Dorling Kindersley (India) Pvt Ltd
Reference Books 1. Morgan, C.T., King, R.A., Weisz, J.R., &
Schopler, J.(2007). Introduction to
Psychology,7th Edition. Singapore:
Mcgraw- Hill.
2. Myers, D.G. (2004). Psychology.5th Edition,
Worth Publishers: New York.
3. Kalat, J. (2007) Introduction To
Psychology, 8th Edition, Wordsworth
Pub.Co.
4. Hilgard ,E.R.,
Atkinson,R.L.,R.C.,(2003)
Introduction To Psychology.14th
Edition Wordsworth Pub. Co
5. Feldman, R.S. (2006) Understanding
Psychology, 6th Edition, Tata McGraw Hill,
New Delhi
Website and 1. Frontiers in Psychology
e-Learning Source (https://www.frontiersin.org/journals/psycho
logy)
2. Archives of Scientific Psychology
(https://psycnet.apa.org/PsycARTICLES/jo
urnal/a rc/6/1)
3. BMC PSYCHOLOGY
(https://bmcpsychology.biomedcentral.c
om/)
4. https://www.psywww.com/careers/specialt.h
tmlw ww.worthpublishers.com/hockenbury
5. https://courses.lumenlearning.com/wsu-
sandbox/chapter/gestalt-prInc.iples-of-
perception/
Course Outcomes:
On successful completion of the course, students will be able to
● CO1 (K1) Acquire knowledge on the history, methods and
special areas in the field of Psychology
● CO2 (K3) Explain sensory systems through which
information processing happens
● CO3 (K4) Relate the process of attention to perception
and infer how we make sense of the world around us
● CO4 (K5) Critically examine the process of learning
● CO5 (K1, K4)Gain insight into complex emotional
experiences of human being and analyse the
experience of self in day to day life.
Course PO1 PO2 PO3 PO4 PO5 PO6

Outcom
es
CO1 √
CO2 √ √
CO3 √ √ √
CO4 √ √
CO5 √ √ √
Title of the Biological Psychology
Course
Paper Number CORE II
y Semester I s e
Code
4 1 -- 5
Pre-requisite
Objectives of ● To place emphasis on the
the perspectives and research methods of
Course Biological Psychology.
● To examine the structure and
Communication of the cells of the nervous
system and synaptic transmission.
● To understand the role of brain in
regulating temperature, thirst and
hunger
● To examine the nature and functions
of the endocrine glands.
● To examine the causes of brain damage
and its effect on behaviour
Course Outline UNIT I: BIOLOGICAL FOUNDATIONS OF
BEHAVIOUR
Introduction – Meaning of Biological Psychology,
Biological explanation of behaviour, Mind Brain
relationship, Recording brain activity, Research
methods.
UNIT II: BASICS OF NERVOUS SYSTEM AND
NEUROTRANSMISSION
Development of nervous system, Central
Nervous System, Peripheral Nervous System;
Neurons – Structure, types; Brain – Structure,
Divisions, Glial cells, Cerebrospinal fluid, Blood
Brain barrier; Neurotransmitters – Meaning,
Types, Events at synapse; Membrane Potential –
Action potential and Resting potential.
UNIT III: REGULATION OF INTERNAL BODY

STATES
Temperature – Homeostasis, Allostasis,
Temperature regulations and Behaviour; Thirst –
Maintaining water balance, Causes of thirst,
Osmotic thirst and hypovolemic thirst; Hunger –
Physiological mechanisms of hunger and satiety,
Role of Hypothalamus.
UNIT IV: HORMONES AND BEHAVIOUR
Hormones: Introduction and Definition.
Principles of Hormones. Neural versus
Hormonal Communication.
Hormones: Classification by Chemical Structure.
Endocrine Glands and its Specific Hormones:
The Pituitary Gland; The Adrenal Gland; The
Thyroid Gland; The Gonads; The Pineal Gland;
The Pancreas and The Parathyroid Glands.
UNIT V: BRAIN DAMAGE

Causes of Brain damage, Neurodegenerative
diseases, Stress and illness.
intern solved (To be discussed during the
al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Skills acquired Knowledge, Analytical ability,
from this Professional Competency, and
course Transferrable Skill
Recommended 1. Kalat, J.W. (2011). Biopsychology.
Text Delhi, India: Cengage Learning India
Private Limited.
2. Pinel, J. (2007). Biopsychology. New
Delhi, India: Pearson India Education
Services Pvt Ltd.
Reference Books 1. Rosenweig, Breedlov, Leiman(2002) :
Biological psychology, 3rd edition,
Sinaven Associate, Inc
2. Carlson, N.R. (2007). Foundations of
physiological psychology. New Delhi, India:
Pearson India Education Services Pvt Ltd.
3. Levinthal, C.F. (1996). Introduction to
Physiological Psychology (3rded.)Prentice-Hall
of India Pvt. Ltd. Psychology, 6th Edition, Tata
McGraw Hill, New Delhi
4. Barnes, J. (2013) Essentials of Biological
Psychological. New Delhi: Sage Publications
Pvt Ltd
5. Bremnar, J.D. (2005) Brain Imaging
Handbook.
New York: W.W Norton & Company Inc.
Website and 1. Behavioural and Brain Functions
e-Learning Source (https://behavioralandbrainfunctions.biomed
centr al.com/)
2. Biological Psychology
(https://www.journals.elsevier.com/biolog
ical- psychology)
3. http://www.ecpdu.net/htmlfiles/uploads/201
5/01
/research-methods-in- biopsychology.pdf
4. https://www.khanacademy.org/science/biol
ogy/h uman-biology/neuron-nervous-
system/a/overview- of- neuron-structure-
and-function
5. https://www.khanacademy.org/science/biol
ogy/h
uman-biology/neuron-nervous-system/a/the-
synapse
COURSE OUTCOMES
CO1 (K2) Describe recent research methods and perspectives

on the emerging field of
Behavioural neuroscience and the reciprocal relationship
between brain and behaviour.
CO2 (K2) Understand anatomy and functions of the basic cell of
the nervous system and explain the process of communication
between neurons
CO3 (K4)To understand and analyse the regulations of internal
body states. CO4 (K1, K4) To understand the function of
endocrine glands and relate the knowledge to
Analyse various human behaviour.
CO5 (K2) Describe the complex orchestrated functioning of the
nervous system describe the manifestation of biological
deficits in behaviour.

Outcom
es
CO1 √ √
CO2 √ √ 33
CO3 √ √
CO4 √ √
CO5 √ √
23
Title of the Building Psychological Capital

Course
Paper Number ELECTIVE I (Discipline specific)
Categor Elective Year I Credit 3 Cours
y Semester I s e
Code
3 1 -- 4
Pre-requisite
the overview of positive psychology and
Course Psychological capital.
● The basic of Self efficacy and ways to
strengthen individuals Self efficacy to
enhance performance.
● The differentiation of hope and hopelessness
and its impact on mental state and
strategies to imbibe hope.
● To understand the various spectrums of
optimism and locus of control.
● To examine Resilience and 7 C’s
Model of resilience.
Course Outline UNIT1: INTRODUCTION
The need for a different approach, positive vs
negative approach, contributions of positive
psychology, psy cap in relation to job satisfaction
motivation and performance
UNIT 2: PSYCAP EFFICACY

Definition, key ingredients of efficacy, ways to
strengthen efficacy
UNIT 3: PSYCAP HOPE

Definition of hopelessness, effects of
hopelessness, hopelessness and depression, ways
to improve hope
UNIT 4: PSYCAP OPTIMISM
Definition of optimism in locus of control, ways to
develop optimism dispositional optimism,
explanatory style
UNIT 5: PSYCAP RESILIENCE
Definition, ways to develop resilience 7 C's
model of resilience, qualities of a resilient
PERSON.
24

various
Professional competitive examinations UPSC / TRB / NET /
UGC –
Component (is a CSIR / GATE / TNPSC /others to be solved
part
of (To be discussed during the Tutorial hour)
interna
l
component only,
Not
to be included in
the
External
Examination
question paper)
course Competency, Professional Communication and
Transferrable Skill
Recommended 1. Fred Luthans., Carolyn, M. Youssef—
Text Morgan. & Bruce, J. Avolio. (20 l5),
Psychological Capital and beyond, New
York: Oxford University Press.
2. Snyder, C.R. & Lopez, S.J. (2002).
Handbook of positive psychology. (eds.).
Oxford University Press. New York.
3. Carr, A. (2004). Positive psychology, The
science of happiness and human strengths.
New York: Routledge.
Reference Books 1. Avolio. (2006), Psychological Capital:
Developing the Human Competitive Edge,
New York: Oxford University Press.
2. Singh, A.(2013).Behavioural science:
Achieving behavioural excellence for
success. New Delhi: Wiley India Pvt ltd.
Website and Online Resources available in the net

e-Learning Source
COURSE OUTCOMES
● CO1 (K4) – To analyse the positive and negative approach

and its effect on work determinants like, job motivation,
25
satisfaction and performance.

● CO2 (K2) – To understand the role of self-efficacy and ways to
improve it.
● CO3 (K2) – To distinguish the various conditions that
implicate in developing hope and hopelessness and analyse
ways to inculcate hope and build mental well-being.
● CO4 (K2) – To distinguish the ways to build optimism and
locus of control for better performance.
● CO5 (K3, K4) – To analyse and apply7C’s Model of Resilience.

Outcom
es
CO1 √ √
CO2 √ √
CO3 √ √ √
CO4 √ √
CO5 √ √
Title of the Introduction to Psychology II

Course
Paper Number CORE III
y Semester II s e
Code
4 1 -- 5
Pre-requisite
Objectives of ● To examine the various spectrum of
the Cognition like problem –solving and
Course Decision making.
● To understand the way memory works and
stages of memory.
● It provides an overview of theories of
motivation and its implication on
behaviour.
● To understand what is intelligence and
various theoretical approaches to it and to
know how to asses Intelligence.
● To understand the underlying concept of
personality and how it applies in different
settings such as the workplace, in a
marriage, in forming friendship, also
emphasis on the measurement of and
practical applications of personality.
26
Course Outline Unit I: Cognition: Meaning – Cognitive

Psychology- Types of cognition: – Mental Imagery
– Concept, Problem solving- Steps- Barriers to
Effective problem solving- Strategies of problem
solving: Algorithms, Heuristic, Decision making –
Step, Reasoning – Inductive and Deductive
reasoning, Language: Nature - Main Components
of Language – Phonemes Morphemes –
Syntax - Semantics – Pragmatics.
Unit II: Memory: Definition. Nature of memory
(Encoding, storage and retrieval) Memory
encoding Attention, levels of Processing,
Elaboration, Imagery. Memory storage – Sensory
Memory, short –Term memory, Chunking and
Rehearsal, working Memory, Long-Term Memory,
Explicit Memory, Implicit Memory. Memory
Retrieval – Retrieval Cues and retrieval tasks.
Forgetting
– Encoding Failure; Retrieval Failure; Memory
and Study Strategies in encoding, storage and
retrieval
Unit III: Motivation: Meaning, Definition,
Motivation Cycle; Types of Motivation-Physiological
Motivation – Hunger, Thirst, Psychological
Motivation – Achievement, Affiliation, Power;
Theories of Motivation – Need Theories
– Maslow and ERG, Drive Reduction Theories
Unit IV: Intelligence: Definition. Intelligence as
a process: Piaget. Structure of intelligence:
Approaches of Spearman, Thurstone, Cattell.
Triarchic approach.
Multiple intelligences. Concept of IQ.
Evolution of intelligence testing: Stanford-
Binet, Wechsler scales. Extremes of
intelligence: Mental retardation and
giftedness. Determiners of intelligence:
heredity and environment. Emotional
intelligence.
Unit V: Personality: Definition, Determinants,
Approaches – Psychoanalytic – Freud-
Structuring Personality, Psychosexual stages of
development, defence mechanism. Type approach
– Jung’s typology, Trait theory – Allport; Eysenck
and BIG Five; Assessment of
personality – Objective, Subjective and Projective
various
UGC –
part
of internal (To be discussed during the Tutorial hour)
component only,
27
Not
to be included in
the
External
Examination
question paper)
Recommended 6. Passer, M.W. & Smith R.E. (2007)
Text Psychology- The Science of mind and
Behaviour (3rd ed.) New Delhi: Tata
McGraw-Hill Publishing Company Ltd
7. Baron, R.A. & Misra, G. (2017)
Psychology Indian Subcontinent Edition
(5thed.) India, U.P.: Pearson India Inc.
8. Ciccarelli, S.K., & White, J.N.
Psychology 5thed. (2018). Adapted
Misra, G. Noida: Pearson India
Education Services Pvt Ltd
9. Hockenbury, D. H. & Hockenbury, S. E.
(2003).
Psychology (3rd ed.) New York: Worth
Publishers.
10. Khatoon, N. (2012) General
Psychology. Dorling Kindersley (India)
Pvt Ltd
Reference Books 6. Morgan, C.T., King, R.A., Weisz, J.R., &
Schopler, J.(2007). Introduction to
Psychology,7th Edition. Singapore:
Mcgraw- Hill.
7. Myers, D.G. (2004). Psychology.5th Edition,
Worth Publishers: New York.
8. Kalat, J. (2007) Introduction To
Psychology, 8th Edition, Wordsworth
Pub.Co.
9. Hilgard ,E.R.,
Atkinson,R.L.,R.C.,(2003)
Introduction To Psychology.14th
Edition Wordsworth Pub. Co
10. Feldman, R.S. (2006)
Understanding Psychology, 6th
Edition, Tata McGraw Hill, New
Delhi
28
Website and 1. Judgment and Decision

e-Learning Source making
(http://journal.sjdm.org/)
2. https://courses.lumenlearning.com/bou
ndless- psychology/chapter/introduction-
to-memory/
3. http://ncert.nic.in/ncerts/l/kepy108.pdf
4. https://pdfs.semanticscholar.org/3da0/efc
3e8911 5d759d7a2ec2a7e399a07cb17f5.pdf
5. http://wps.ablongman.com/wps/media/obj
ects/1 530/1567154/278-
316_CH08_61939.pdf
COURSE OUTCOMES
● CO1 (K2, K4) To Understand the different types of cognition

and thinking processes and to analyse the steps in problem
solving and decision making.
● CO2 (K4) To summarize and compare the various
functions and memory processes involved in memory and
forgetting.
● CO3(K1) To outline the various theories of motivation
and to understand the implications of it.
● CO4(K3) To explain the theories of intelligence and the ways to
assess intelligence.
● CO5 (K3) To explore the various theories of Personality and
examine the uses of personality assessments.

Outcom
es
CO1 √ √
CO2 √ √
CO3 √ √ √
CO4 √ √
CO5 √ √ √
Title of the Developmental Psychology I

Course
Paper Number CORE IV
y Semester II s e
Code
4 1 -- 5
Pre-requisite
29
Objectives of ● To provide an overview of the human

the development stages from conception to
Course babyhood.
● To understand the characteristics of
early childhood at physiological
domain.
● To analyse the emotional
development of childhood and
socialization process.
● To examine the characteristics of late
childhood at physiological domain,
challenges of development.
● To provide various perspectives to explain
cognitive and personality development in
early childhood.
Course Outline UNIT I: CONCEPTION THROUGH BIRTH
Meaning of developmental changes – Significant

facts about development – Developmental stages –
Developmental Issues – Conception of Age.
Characteristics of the Prenatal Period – How Life
begins
– Importance of Conception – Periods of
Conception – Periods of Prenatal development –
Stages of child Birth
- Types of childbirth – Attitudes of significant
people -
Prenatal hazards & complications of low birth
weight.
UNIT II: INFANCY
Characteristics of Infancy, developmental tasks-

Major adjustment of Infancy – Conditions
influencing adjustment to Postnatal life –
Characteristics of the Infant – Hazards of
Infancy.
UNIT III: BABYHOOD
Characteristics of Babyhood – Developmental

tasks of babyhood – Physical development –
Physiological development – Muscle Control –
Speech development
– Emotional behaviour – Socialization – Interest
in Play
– Development of Understanding – Beginnings of
Morality – Beginnings of Sex-Role typing – Family
Relationships – Personality development –
Hazards and Happiness.
UNIT IV: EARLY CHILDHOOD
30
Characteristics of Early Childhood –

Developmental tasks – Physical development –
Physiological habits – Skills of Early Childhood –
Improvement in Speech – Emotions – Socialization
– Play – Development of Understanding – Moral
development – Common Interests – Sex-role
Typing – Family Relationship – Personality
development – Hazards and Happiness.
UNIT V: LATE CHILDHOOD

Characteristics of Late Childhood –
Developmental tasks – Physical development –
Skills – Speech improvement – Emotions and
Emotional Expressions – Social groupings and
Social behaviour – Play interest and activities –
Increase in Understanding – Moral attitudes and
behaviour – Interests – Sex-role Typing –
Changes in Family relationships – Personality
Changes – Hazards and Happiness.

various
UGC –
part
component only,
Not
to be included in
the
External
Examination
question paper)
31
Recommended 1. Hurlock, E. (1980). Developmental

Text psychology. New Delhi, India: Tata
McGraw Hill Publishing Co.
2. Santrock, J. W. (1999). Life span
development (7th ed.). New York, NY:
McGraw Hill.
3. Papalia D. E, Olds S. W.& Feldman
R.D. (2004) Human Development (9thEd.)
Chennai: McGraw- Hill Education (India)
Private Limited.
4. Santrock J.W. (2011) Life-Span
Development
(13th Ed.) New Delhi: Tata McGraw
Education Private Limited.
5. Santrock J.W. (2013) Child Development
(13th Ed.) New Delhi: Tata McGraw
Education Private Limited.
6. Hurlock E.B. (2010) Developmental
Psychology:
A Life Span Approach, Tata
McGraw, Hill Education Pvt Ltd
Reference Books 1. Berndt, T.J. (1997). Child
development (2nd ed.). Madison, WI:
Brow & Benchmark Publishers.
2. Papalia, D.E., & Olds, S.W. (1994).
Human development (5th ed.). New
York, NY: Tata Mc Graw Hill. 3. Berk, C.
L. (1996). Child development (3rd ed.).
New Delhi, India: Prentice- Hall of India
(Pvt) Ltd.
3. Berndt, T.J. (1997). Child
development, Madison, WI: Brow &
Benchmark Publishers.
4. Smith, Barry D. (1998). Psychology
Science and Understanding The McGraw-
Hill Company.
5. Bee H. & Boyd D. The Developing Child
(10th Ed.) Delhi: Pearson Education.
6. Berk L.E. (2013) Child Development (9th
Ed.) New Delhi: PHI Learning Pvt Limited.
7. Feldman R.S. & Babu N. (2019)
Child Development (8th Ed.)
Noida: Pearson.
32
Website and 1. Genes and Environment

e-Learning Source (https://genesenvironment.biomedcentral.c
om/)
2. Developmental psychology commons
(http://network.bepress.com/social-and-
behavioral-
sciences/psychology/developmental-
psychology/)
3. https://courses.lumenlearning.com/wm
open- psychology/chapter/stages-of-
development/
4. https://www.gracepointwellness.org/461-
child- development-parenting-infants-0-
2/article/10107- infancy-physical-
development
5. https://www.gracepointwellness.org/461-
child- development-parenting-infants-0-
2/article/10116- infancy-emotional-social-
development-emotional- expression-and-
understanding
COURSE OUTCOMES
● O1(K2) – To explicate the developmental stage of conception
through birth.
● CO2 (K1, K2)– To elucidate the developmental tasks of early
childhood.
● CO3 (K2)– To describe the various emotions and socialization
patterns of early childhood.
● CO4 (K4) – To distinguish the hazards and happiness of late
childhood
● CO5 (K4)– To critically analyze the cognitive and personality
development in childhood.

Outcome
s
CO1 √
CO2 √ √
CO3 √ √
CO4 √ √
CO5 √ √ √
33
Title of the Cross Cultural Psychology

Course
Paper Number ELECTIVE II (Discipline specific)
Categor Elective Year I Credit 3 Cours
y Semester II s e
Code
3 1 -- 4
Pre-requisite
Objectives of ● Introduce the principles, concepts and
the issues associated with the study of cross-
Course cultural psychology.
● Identify and explore the diversity associated
with different cultures and how culture
influences all aspects of human interaction in
all situations.
● Facilitate students understanding of their
own cultural heritage and how these cultural
perspectives impact on their lives.
● Examine the role of Culture in various
development aspects of human development
process and emotionality.
● Explore gender sensitisation in view of
cultural spectrum.
Course Outline UNIT I: INTRODUCTION TO
CULTURE AND PSYCHOLOGY
Definition of Culture, Origins of Culture,
Contents of Culture, Pan cultural Principles
Ethics & Emics.
UNIT II: SOCIALIZATION & ENCULTURATION
Definition, Bronfenbrenner model, Culture &
Parenting - Parenting Goals & Beliefs,
Baumrind parenting theory, Culture & Peer –
Margaret Mead socialization theory, Social
and cultural factors that
influence math’s achievement.
UNIT III: CULTURE AND DEVELOPMENTAL
PROCESS
–TEMPERAMENT
Three major categories of temperaments
Thomas & Chess, 1977, Goodness of fit -
Cross- Cultural research on Temperament;
Attachment- Bowlby’s (1969) evolutionary
theory of attachment, Ainsworth’s
Classification System of Attachment; Moral
reasoning- Kohlberg’s Theory of Morality,
Criticism: Kohlberg’s Theory of Morality.
34
UNIT IV: CULTURE, LANGUAGE

AND COMMUNICATION
Structure of language, Language differences
across
cultures, Culture, language, and cognition
– Sapir- Whorf hypothesis support and
Criticisms,
Bilingualism and culture, Components of
communication – Non Verbal Communication,
Role of culture in the communication process,
Intracultural vs. intercultural
communication-- Barna’s obstacles
in communication, Improving
intercultural communication.
UNIT V: CULTURE AND GENDER
Definition of terms, Gender differences- Hofstede’s
Masculinity vs. Femininity, Cognitive differences
,Gender
stereotypes, Gender role ideology, Future research
various
UGC –
part
component only,
Not
to be included in
the
External
Examination
question paper)
Recommended 1. Matsumoto, D., &Juang, L.
Text (2013). Culture and
Psychology (5th Ed.).
Belmont, CA: Wadsworth
Cengage Learning.
35
Reference Books 1. Kenneth D. Keith (2019)Cross-Cultural

Psychology: Contemporary Themes and
Perspectives (2ndEd.) John Wiley & Sons
Ltd.
2. Segall, M. H., Dasen, P. R., Berry, J. W.,
&Poortinga, Y. H. (1990). Human behavior
in global perspective: An introduction to
cross-cultural psychology. Pergamon Press.
3. Shiraev, E. B., & Levy, D. A. (2020).
Cross-cultural psychology: Critical thinking
and contemporary applications. Routledge.
Website and
e-Learning Source
COURSE OUTCOMES
● CO1 (K2) - To describe and discuss the various
theoretical orientations/paradigms that describe
cultural differences
● CO2 (K4) - To analyse and discuss the ways in which
different cultures influence our socialisation and
enculturation process.
● CO3 (K6) - To discuss and evaluate the impact of culture
on human development concepts like temperament,
attachment styles and morality.
● CO4 (K2, K4)- To understand the interaction of
language, culture and communication and analyse
methods to improve intercultural communication.
● CO5 (K3) - to examine the role of culture in the
understanding gender roles, stereotypes and ideology
development.

Outcom
es
CO1 √ √
CO2 √ √
CO3 √ √ √
CO4 √ √
CO5 √ √ √ √
36
Title of the Developmental Psychology - II

Course
Paper Number CORE VII
Categor Core Year II 5 Cours
y Semester III e
Code
3 1 -- 5
Pre-requisite
Objectives of ● Physical and emotional changes during
the puberty
Course ● Changes in morality, sex interest and
family relationships in adolescence.
● Hazards of early adulthood
● Vocational and marital adjustments
during early adulthood
● Cognitive and personality
development in adolescence and
early adulthood and late adulthood
Course Outline UNIT I: PUBERTY

Meaning - Characteristics – Criteria – Causes
– Age – Growth spurt – Body changes
– Effects of puberty changes – Hazards &
Happiness.
UNIT II: ADOLESCENCE
Characteristics – Developmental tasks –
Physical change – Emotional changes – Social
change – Interest – Morality – Sex interest and
Behaviour – Family relationships – Personality
change – Hazards & Happiness.
UNIT III: YOUNG ADULTHOOD

Characteristics – Developmental tasks – Changes
in interest – Social Mobility – Sex role adjustments
– Vocational adjustments – Marital Adjustments –
Adjustment to parenthood – Adjustment to
singlehood - Hazards of vocational and Marital
adjustments – Success of Adjustment to
adulthood.
UNIT IV: MIDDLE AGE

Adjustment to
37
physical changes and mental changes – Social

Adjustment – Vocational Adjustment –
Adjustment to changed family patterns – Being
single – loss of a spouse – Adjustment to
approaching retirement – Vocational and
Marital Hazards - Adjustment to approaching
old age.
UNIT V: OLD AGE

Adjustment to physical changes – Change in
motor and mental abilities -Changes in interests
– Vocational Adjustment
– Retirement – Changes in family life – loss of a
spouse – Living arrangement for elderly hazards.

al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Recommended 1. Santrock, J. W. (2020). Life
Text span development (18ed), New
York, NY:
McGraw Hill.
2. Papalia, D.E., &Olds, S.W. (2017). Human
development(9ed), New York, NY: Tata
McGraw Hill.
3. Hurlock, E. (2017). Developmental
psychology (5th Edition).New Delhi, India:
Tata McGraw Hill Publishing Co.
4. Feldman R.S. (2015) Development
across the lifespan (7 th Ed.) Delhi:
Pearson.
5. Shaffer D.R. & Kipp K. (2007)
Developmental Psychology – Childhood and
Adolescence (7 th Ed.) Haryana: Thomson
Wadsworth.
38
Reference Books 1. Smith, Barry D. (1998). Psychology

Science and Understanding. The
McGraw-Hill Company.
2. Gohale, S.D., Ramamurti, P.V., Pandit, N.
& Pandal, B. (1999). Aging in India. Mumbai
Somaign Publication Pvt. Ltd.
3. Chakravarthy, L. (1997). Life in Twilight
Years, Calcutta: Kwality Books Co.
4. Biswas, S.K. (1987).Aging in Contemporary
India. Calcutta: The Indian
Anthropological Society,
5. Birren, J.E. & Schaie, W. (1996). Handbook of
Psychology of Aging. New York: Academic Press
COURSE OUTCOMES:
● CO1 (K2): To describe and discuss the various physical

changes and emotionality during adolescence.
● CO2 (K2,K4): To analyse and understand the changes in
morality, sex interest and family relationships in
adolescence.
● CO3 (K5): To discuss and evaluate the personal and
social hazards of early adulthood.
● CO4 (K4): To identify and critically analyse the
vocational and marital adjustments made by early
adults.
● CO5 (K2):To understand the cognitive and
personality development.

Outcom
e
s
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √
39
Title of the Psychopathology I

Course
Paper Number CORE IX
Categor Core Year II Credit 5 Cours
y Semester III s e
Code
4 1 -- 5
Pre-requisite
Objectives of ● To have an overview of Abnormal psychology.
the ● To comprehend the paradigms in
Course psychopathology.
● To gain understanding of Intellectual
disability.
● To develop insight into Somatoform
and Dissociative disorders
● To learn of Addiction disorders.
Course Outline Unit I: Introduction to Abnormal
Psychology Mental health, psychological
abnormality, deviance, dis function, historical
views of abnormal behaviour, differences
between psychosis and neurosis, clinical
assessment and methods - mental status
examination, clinical interviews, questionnaires,
projective tests in
clinical practice.
Unit II: Paradigms In Psychopathology.
Psychoanalytic paradigm, Physiological
paradigm, Cognitive paradigm, Humanistic
paradigm, classification and diagnosis:
DSM 5 and ICD 10 classification, issues in
classification of abnormal
behaviour.
Unit III: Intellectual Disability
Definition, classification, prevalence,

interpersonal deficits and behaviour
problems,common intellectual disability
syndromes - hypothyroidism, Fragile X
syndrome, Down’s, William’s, PKU.
Unit IV: Somatoform And Dissociative
Disorders
Somatoform disorders-
Hypochondriasis, Pain disorder,
Conversion disorder and Body
dysmorphic disorder Dissociative
disorders- Depersonalization disorder,
Dissociation amnesia and fugue,
Dissociative identity disorder,
Biological, Psychosocial and socio
40
cultural causal factors of somatoform

and
dissociative disorders,
Treatment and outcomes.
Unit V: Addiction Disorders

Alcohol abuse and dependence, Drug abuse and
drug dependence, Treatment and outcome.
al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Recommended 1. Butcher, J.N., Hooley, J. M., Mineka, S.,
Text Dwivedi,
C.B. (2017). Abnormal psychology. New
Delhi, India: Pearson India Education
Services Private Limited.
2. Barlow, D. (2017). Abnormal psychology
and casebook in abnormal psychology.
Belmont, CA: Wadsworth
3. Comer, R. (2018). Fundamentals of
abnormal psychology. New York, NY:
Worth Publishers.
4. Davison, G.C., Neale, J.M &Kring, A.
M. (2004). Abnormal psychology.
Marblehead, MA: John Wiley& Sons
Inc.
5. Alloy, L. B., Riskind, J. H., & Manos,
M.J. (2005). Abnormal psychology. New
Delhi, India: Tata McGraw Hill pubg Co
6. Cutting, J. (1997). Principles of
psychopathology. New York, NY: Oxford
University Press
41
Reference Books 1. David H. Barlow & Durand V. Mark

(2000). Abnormal psychology. 2nd edition .
New York:
Brooks\Cole Publishing Co.,
2. Robert C. Carson, James N. Butcher, Susan
Mineka,Jill M. Hooley (2007). Abnormal
psychology.
13th edition. Pearson Education.
3. James C. Coleman (1976). Abnormal
psychology and modern life. 5th edition .
Scott, Foresman
and Company.
4. Irwin G. Sarason, Barbara Sarason (2005)
. Abnormal psychology. New Delhi: Prentice
Hall Publication.
5. Carson, R.C & Butcher, J.N. Abnormal
Psychology & Modern life. (10th ed.) . NY
Harper-Collins
7. Bootzin, R.R, Acocella,J.R& Alloy, L.B
.Abnormal Psychology-current perspectives
(6th ed.). McGraw Hill Inc. USA
8.Neale, J.M, Davidson. G.C, & David,
A.F. Exploring Abnormal psychology. (6th
ed.). John Wiley & Sons
COURSE OUTCOMES
On successful completion of the course, the students will be able to
● CO1(K2) - To distinguish between normal & abnormal

behavior and outline the historic view of abnormal
psychology.
● CO2 (K2) – To understand the classification and diagnosis of
abnormal behaviour.
● CO3 (K1)–To outline the common intellectual disability syndromes.
● CO4 (K4) – To elucidate various somatoform and
Dissociative disorders
● CO5 (K5)– To analyze the causes and treatment of addiction.

Outcom
e
s
CO1 √ √ √
CO2 √ √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √
42
Title of the Statistics for Behavioural Science

Course
Paper Number ELECTIVE III (Discipline specific)
Categor Elective Year II Credit 3 Cours
y Semester III s e
Code
3 1 -- 4
Pre-requisite
Objectives of ● To understand basic statistical concepts.
the ● To learn of qualitative data and its
Course application in research.
● To gain insight into parametric analysis.
● To comprehend Non parametric analysis and
tests
● To apply statistical methods using software.
Course Outline Unit I: Basic statistical concepts
Definition of basic concepts - statistics ,
descriptive statistics, inferential statistics, ,
population, sample, parameter, random
sampling. Applied Statistics - research
question, independent variable, dependent
variable, confounding variable, statistical
question, statistical conclusion, research
conclusion, statistical procedures.
Variables and constants - Meaning of variable,

constant, discrete variable, continuous variable.
Scales of Measurement - Scales of measurement
and their characteristics - nominal scale, ordinal
scale, interval scale, ratio scale - Scales of
measurement and problems of statistical
treatment.
Measure of Central tendency - properties of

mean, median and mode - effects of score
transformations characteristics of random
sampling distribution - using table of random
numbers,- Z scores.
Unit II: Organizing qualitative data

Frequency distribution - grouped scores-
constructing a grouped frequency distribution -
apparent vs real limits - relative frequency
distribution - cumulative frequency distribution.
43
Percentiles and Percentile ranks - percentile

point, percentile rank, computing percentiles from
grouped data computation of percentile rank.
Graphical representation of frequency

distribution - Abscissa, ordinate, zero point on a
graph, histogram, frequency polygon, bar
diagram, pie chart, cumulative percentage curve -
factors affecting the shape of graphs- shape of
frequency distributions - J shaped distribution,
skewed distribution, kurtosis, rectangular
distribution, bimodal distribution, bell shaped
distribution.
Variability and Standard (Z) scores - Measure of

variability - range and semi interquartile range-
calculation of the variance and standard deviation -
raw score method - standard scores (Z) scores -
comparison of z scores and percentile ranks.
Standard scores and the normal curve - nature of
normal curve- standard normal curve - finding
scores when the area is known.
Unit III: Parametric analysis - Basic concepts

and assumptions
Correlation, scatter diagram, product moment
correlation coefficient- calculating r from raw
scores- rank order correlation coefficient-
cautions concerning correlation coefficients.
Prediction - basics of regression , regression line

- regression equation - criterion of best fit- error
of prediction - standard error of estimate-
interpretation of correlation and regression .
t distribution - characteristics of student's

distribution of t , degrees of freedom and
student’s distribution of t, computing t from raw
scores, levels of significance vs p values
One way analysis of variance- within group and

between group variations - variance estimates and
the F ratio- Post Hoc comparisons - alternative to
F test - planned comparisons - ANOVA for
repeated measures - factorial
44
analysis for two factor design for independent

groups , f test.
Chi - square test for goodness of fit- interpretation

of the outcome of a chi square test.
Unit IV: Non parametric analysis - Assumption -

Free tests
Randomization tests- rank order test - Mann -
Whitney U test - sign test - Wilcoxon's signed -
ranks test Kruskal - Wallis test - Friedman's
rank test.
Qualitative data analysis - Basic concepts -

percentage analysis, content analysis, narrative
analysis, thematic analysis.
Unit V: Statistical methods using software

SPSS data editor, SPSS viewer, importing and
exporting data, alternatives to spss, data entry in
spss, assigning a variable naming , sorting the
data type, defining variable table, defining value
tables, slotting missing values, data cleaning ,
working with large data set, software for
qualitative data analysis.

al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Recommended 1. King, B.M. and Minium E W. (2011 ) .
Text Statistical Reasoning in the Behavioural
Sciences . 5th Edition. New Delhi: Wiley
student India edition.
2. Aron A, Aron E N and Coups E J. (2007 ) .
Statistics
for Psychology. New Delhi: Pearson Education.
45
3. Argyrous , G. (2011). Statistics for

research. New Delhi: Sage South Asia
edition.
4. Gaur A S and Gaur SS ( 2009). Statistical
methods for practice and research. A guide to
data analysis using SPSS. 2nd edition. New
Delhi: Response - Sage publication.
5. Haslam S Alexander & Mc Garty Craig.
(2003). Research Methods & Statistics in
Psychology.New Delhi: Sage Publications
India Pvt Limited.
Reference Books 1. Frederick,J.G,&William,L.B.(2007).S

tatistics for
BehaviouralSciences.(7thEd.).Thomso
n Wadsworth.
2. Kothari,C.R.(2008).Research
Methodology:Methodsand
Techniques.(2ndEd.).New Age International. 1.
Chadha, N.K. (2009) Applied Psychometry. Sage
Pub: NewDelhi.
3. Dyer, C. (2001) Research in Psychology: A
Practical Guide to Research Methodology and
Statistics (2nd Ed.) Oxford: BlackwellPublishers
4. Gregory, R.J. (2006). Psychological
Testing: History, Principles, and
Applications (4thEd.). New Delhi:
PearsonEducation.
5. Murphy, K.R. &Davidshofer, C. O. (2004).
Psychological Testing: Principles
&Applications (6th Ed.) New Jersey:
PrenticeHall.
Course Outcomes:
CO1 (K2) To understand and define statistics as a specialization

to be used for behavioural research and explain the difference
between descriptive and inferential statistics.
CO2 (K3) To recognize measurements as being one of the four
scales and to understand that not all numbers can be treated
alike and to understand measure of central tendency and to
calculate it.
CO3 (K3) To organize scores into a frequency distribution in
table form, construct a cumulative frequency distribution and a
relative cumulative frequency distribution and to compute
percentiles and percentile ranks. CO4 (K4) To analyze and
interpret raw data using various parametric and non-parametric
methods
CO5 (K5) To compile data using various software analysis.
46
PO1 PO2 PO3 PO4 PO5 PO6

CO1 
CO2 
CO3 
CO4 
CO5 
Title of the Psychopathology II

Course
Paper Number CORE XIII
y Semester IV s e
Code
5 1 -- 5
Pre-requisite
Objectives of ● Understand the clinical picture, causal
the factors and treatment for Schizophrenia.
Course ● Know the Causes and
Treatment of the Mood
Disorders.
● Classify the causes and
treatment of Anxiety
Disorders.
● Classify personality
disorder and its attributes.
● Understand Attention Deficit Hyperactive
Disorder and Learning Disorders
Course Outline UNIT 1: SCHIZOPHRENIA
Schizophrenia, clinical picture, positive and

negative symptoms - hallucinations,
delusions, disorganised behaviour,
disorganised speech, catatonia; subtypes of
schizophrenia, other psychotic disorders-
Schizoaffective disorder, Schizophreni form
disorder, Delusional disorder, Brief psychotic
disorder, Shared psychotic disorder.
47
UNIT -2 MOOD DISORDERS
Mania, Depression, Major Depressive

disorder, Dysthymia, Cyclothymia,
Bipolar I and Bipolar II disorders, causes
and treatment.
UNIT 3: ANXIETY DISORDERS
Anxiety, phobia, Generalized anxiety disorder-

clinical picture, causes and treatment, specific
phobia, social phobia, panic disorder,
agoraphobia, obsessive
compulsive disorder- clinical picture, causes and
treatment, post traumatic stress
disorder - symptoms, causes and
treatment.
UNIT 4: PERSONALITY DISORDERS
Personality, personality disorder, Cluster A,

Cluster B and Cluster C disorders, causes and
treatment.
UNIT 5: CHILDHOOD DISORDERS
Attention Deficit Hyperactive Disorder -

clinical picture, Causes, management,
treatment, contemporary interventions,
Learning Disorders - Dyslexia, Dysgraphia,
Dyscalculia - clinical picture, management,
contemporary interventions.
various
UGC –
part
component only,
Not
to be included in
the
External
Examination
question paper)
48
Recommended 1. Butcher J.N., Hooley J.M., Mineka S.

Text & Dwivedi C.B. (2017) Abnormal
Psychology. (16 th Ed.) India: Pearson
Education, Inc.
2. Carson R.C., Butcher J.V. & Mineka
S. (2000) Abnormal Psychology and Modern
Life (13 th Ed.) Allyon& Bacon
Publishers.
3. Barlow, D. (2017). Abnormal psychology
and casebook in abnormal psychology.
Belmont, CA: Wadsworth.
4. Comer, R. (2018). Fundamentals of
abnormal psychology. New York, NY:
Worth Publishers.
5. Davison, G.C., Neale, J.M., &Kring, A.
M. (2004).
Abnormal psychology. Malden, MA: John
Wiley&
Sons Inc.
6. Alloy, L.B., Riskind, J.H., & Manos,
M.J. (2005). Abnormal psychology. New
Delhi, India: Tata McGraw Hill
publishing Co.
7. Cutting, J. (1997) Principles of
Psychopathology. New York, NY: Oxford
University Press.
Reference Books 1. David H. Barlow & Durand V. Mark (2000).

Abnormal psychology. 2nd edition . New York:
Brooks\Cole Publishing Co.,
2. Robert C. Carson, James N. Butcher, Susan
Mineka,Jill M. Hooley (2007). Abnormal
psychology. 13th edition. Pearson Education.
3. James C. Coleman (1976). Abnormal
psychology and modern life. 5th edition .
Scott, Foresman and Company.
4. Irwin G. Sarason, Barbara Sarason (2005)
. Abnormal psychology. New Delhi: Prentice
Hall Publication.
5. Carson, R.C & Butcher, J.N. Abnormal
Psychology & Modern life. (10th ed.) . NY
Harper-Collins
6. Bootzin, R.R, Acocella,J.R& Alloy, L.B
.Abnormal Psychology-current perspectives
(6th ed.). McGraw Hill Inc. USA
7.Neale, J.M, Davidson. G.C, & David,
A.F. Exploring Abnormal psychology. (6th
ed.). John Wiley & Sons
.
49
COURSE OUTCOME:
On successful completion of the course, the
students will be able to
● CO1 (K2): To be able to understand schizophrenic behaviour.
● CO2 (K2): To explain the causes of unipolar and bipolar
disorder and treatment
● CO3 (K2): To detail the symptoms, causes and treatment
of anxiety disorders.
● CO4 (K2): To summarize types, causes and treatment of
Personality disorder
● CO5 (K2) : To understand the contemporary
interventions used to treat Attention Deficit Hyperactive
Disorder and Learning Disorders.

Outcome
s
CO1 √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √ √
Title of the Assessments in Psychology I ( Laboratory

Course Practical)
Paper Number CORE XI
y Semester IV s e
Code
1 4 5
Pre-requisite
Objectives of ● To experiment and assess human
the psychological attributes.
Course ● To learn psychological test
administration and scoring.
● To comprehend and deduce test results.
● To conceptualise and report psychological
tests.
● To analyse and apply data to understand
unique human psychological capacities and
discrepancies.
50
Course Outline CONCEPTS

1. Attention
2. Perception
3. Learning
4. Motivation & Emotion
5. Psychomotor abilities
6. Intelligence tests
• A minimum of 10assessments should be

completed with at least 5 experiments and 5
questionnaires should be conducted from the
above list of concepts.
• Chose concepts as varied as possible
al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Course Competency, Professional
Recommended 1. Rajamanickam, (2005). Experimental
Text Psychology with advanced experiments.
(Vol.2).New Delhi: Concept Publishing
Company.
2. Sharma, R.N. & Sharma, R. (2003).
Experimental Psychology. New Delhi:
Atlantic Publishers & Distributors.
3. Anastasi, A. &Urbina, S. (2017).
Psychological Testing, Noida: Pearson.
4. Mook, D. (2004). Classic
experiments in Psychology.
Westport: Greenwood Press.
5. Gregory, R. J. (2004). Psychological
Testing – History, Principles, and
Applications, Delhi: Pearson
Education.
51
Reference Books 1. Kaplan, R.M. and Saccuzzo, D.P. (2005).

Psychological Testing: Principles, applications
and Issues. India: Wadsworth, Cenegage.
2. Jan J f terLaak,(2013), Understanding
psychological assessment: A Primer on the
Global Assessment of the Client's Behavior in
Educational and Organizational Setting, first
edition, sage publications.
3.Gibson L Robert and Mitchel H Marianne
(2003), Introduction to Counseling and
Guidance, Pearson education, Inc
4. Sharma R N and Sharma R (2004),
Guidance and Counseling in India ,
Pearson education, Inc
5. Meg Barker, Andreas Vossler and Darren
Langdridge (2010), Understanding counselling
and psychotherapy, sage publication.
Course Outcomes
● CO1(K6)-Experiment and Assess human attributes such as

perception, attention, personality, intelligence, thought and
attitudes through standardized tests.
● CO2 (K2)- Demonstrate skills in administering and
scoring assessment measures.
● CO3 (K5)-Demonstrate competence in drawing inferences
from the results without bias.
● CO4 (K6)-Demonstrate competence in writing a standard report.
● CO5 (K5)- Make observation, interpret and use the data
obtained from measurement to analyse individual differences in
human capacities

Outcome
s
CO1 √ √ √
CO2 √ √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √ √
52
Title of the Introduction to Research Methodology

Course
Paper Number ELECTIVE IV (Discipline Specific)
Categor Elective Year II Credit 3 Cours
y Semester IV s e
Code
3 --- -- 3
Pre-requisite
Objectives of ● Understand how of social influence
the enable compliance, conformity and
Course obedience
● Get introduced to the theories that
explain selflessness and to suggest
ways to increase helping behaviour.
● Comprehend knowledge about various
theories that explain aggression and apply
the knowledge to prevent and control
aggression.
● Get acquainted to functions of a group
and its influences on individual
performance and to educate them about
the potential dangers of decision making
in group.
● Facilitate students to see the applicability
of social psychological principles in various
settings.
Course Outline Unit I: Introduction
Understanding behaviour - empirical and non
empirical method - assumptions of scientific work
- overview of research process/framework. Ethics
in research - APA ethics code, plagiarism, ethics
and animal experimentations. Data collection -
observational method, interview method -
structured, semi structured and focus group
interviews, questionnaire method, case study
method - its merits and limitations.
Unit II: Variables , Reliability and Validity

Types of variables- dependent and independent
variables, confounded variables, quantitative and
categorical variables, continuous and discrete
variables. Reliability and Validity of
measurements - types of validity test- criterion
related validity, face validity, content validity,
convergent validity, concurrent validity,
discriminate validity, predictive validity , types of
reliability tests -
53
inter ratter reliability, test retest reliability, split

half reliability, internal consistency reliability.
Unit III: Hypothesis and Sampling

Hypothesis - Definition, types - Hypothesis
testing - Type 1 and Type II errors, significance
level (p value) , one tailed and two tailed tests-
Effect size Sampling - meaning, probability and
non probability . Sampling techniques - its
merits and limitations, sample size estimation -
using a table of random numbers.
Unit IV: Research designs

Experimental designs - independent groups
designs, completely randomized groups design,
randomized factorial groups design, within
participants group design, matched group design.
Non Experimental designs - quasi experimental
design, time series design, case studies, co
relational research design, cross sectional
research, longitudinal research, non equivalent
group designs. Mixed research designs - single
participant w design, base -line design.
Quantitative research design and analysis -
Grounded theory, discourse analysis, content
analysis, dairy method, narrative methods, focus
group discussions, in- depth interviews,
participatory observations, action research.
Unit V: Report writing and computes in

research Reporting and replication, experimental
reports, reporting non experimental studies and
qualitative studies, oral and poster presentation,
APA primer - presenting research and
preparation of research proposal - Computers in
research - software for quantitative and
qualitative data analysis.
54

al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Recommended 1. Jones, S and Forshaw, M. (2014).
Text Research Methods in Psychology. New
Delhi: Pearson.
2. C.R. Kothari (2004) Research
Methodology: Methods & Techniques.
New Delhi: New Age International Pvt Ltd
3. Zechmeister S Anne, Zechmeister B Eugene
& Shaughnessy J John (2001)
Essentials of Research Methods in
Psychology. Singapore: McGraw-Hill
International Edition.
4. Evans, A N and Rooney, B. J. (2008).
Methods in Psychological Research. New
Delhi: Sage Publications India Pvt Ltd.
5. Mc Burney, D. H. and White, T L (2007).
Research Methods. USA: Thomson
Wadsworth
Reference Books 1. Shaughnessy, J J , Zechmeister, E
B and Zechmeister J S (2006).
Research Methods in Psychology.
Singapore: Mc Graw Hill.
2. Breakwell, G. M., Smith, J, A, Wright D
B. (2012). Research Methods . USA: Sage
Publication.
3. Gaur A s and Gaur SS ( 2009). Statistical
methods for practice and research. A guide
to data analysis using SPSS. 2nd edition.
New Delhi: Response - Sage publication.
4. Flick, U. (2004). An Introduction to
Qualitative research. Edition 4. New
Delhi: Sage South Asia Edition.
5. Sharlene Nagy Hesse-Biber Patricia Leavy .
(2006). The Practice of qualitative Research.
New York:
Sage Publications, Inc.
55
COURSE OUTCOMES:
On the successful completion of the course, students will be able to
● CO1: (K2) Understand the ethics and various data collection

methods to conduct research.
● CO2: (K2) Demonstrate the ability to identify independent,
dependent and mediating variables and to establish reliability
and validity
● CO3: (K3) Formulate hypothesis and research
objectives and distinguish various sampling techniques
● CO4: (K4)Determine appropriate research design.
● CO5: (K6) Ability to write research report as per APA protocol

CO1 
CO2 
CO3 
CO4 
CO5 
Title of the Social Psychology I

Course
Paper Number CORE VI
Categor Core Year III Credit 4 Cours
y Semester V s e
Code
4 1 -- 5
Pre-requisite
the overview of Social Psychology.
Course ● To comprehend the development and
vicissitudes of Social Cognition.
● To gain insight into the formation and
management of Social Perception.
● To develop understanding of
attitudes and persuasion
● To learn of the dynamics of close
interpersonal relationships.
Course Outline UNIT I: INTRODUCTION TO SOCIAL
PSYCHOLOGY
Definition of Social Psychology, History, Research
method in Social Psychology, Social Psychology in
new millennium.
56
UNIT II: SOCIAL COGNITION

Definition of social cognition; Schemas –
Meaning, Impact of schemas on social
cognition, Priming, Schema persistence;
Heuristics – Meaning, Representativeness,
Availability, Anchoring and
adjustment; Potential sources of error in social
cognition.
UNIT III: SOCIAL PERCEPTION
Definition of social perception; Non-verbal
communication – Basic channels;
Deception – Meaning. Non-verbal cues to
identify deception; Attribution – Definition,
Theories of attribution– Correspondent
inference, Kelley’s theory of causal
attribution; Basic sources of error in
attribution,
Impression formation, Impression
management.
UNIT IV: ATTITUDES
Attitudes – Meaning, Types, Formation of
attitudes – Classical conditioning,
Instrumental conditioning, Observational
learning; Strength of attitudes, Change in
attitude – Persuasion, cognitive processes
underlying persuasion, Resisting persuasion
attempts, Cognitive dissonance, Dissonance
and attitude
change.
UNIT V: INTERPERSONAL ATTRACTION AND
CLOSE RELATIONSHIPS
Meaning of interpersonal attraction, Internal
determinants of attraction, External
determinants of attraction; Romantic
relationships and falling in love – Romance,
Selecting a potential mate, Love, Jealousy,
Marital happiness, Causes of relationship
failure.
al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
course Competency, Professional Communication and
Transferrable Skill
57
Recommended 1. Baron R.A. & Byrne D. (2014) Social

Text Psychology
(13th Ed.) Prentice-Hall of India.
2. Myers D.G. (2012) Social psychology (11th
Ed.) New York, NY: McGraw.
Reference Books 1. WinniCott, D.W. (1995). Counselling and
Therapy. London: Sage Publications
2. Whiston, S.C (1999). Principles ad
applications of assessment in counselling ,
Wadsworth, Belmont. Brooks- Clole
3. Nichols, M.P. & Schwartz, R.C. (2010).
Family therapy: Concepts and methods. 9th
ed.Toronto: Allyn and Bacon, Pearson
education, Inc.Press, Inc
4. Patterson, J., William, L., Grauf-
Grounds, C., &Chamow. (2009). Essential
skills in family therapy: From the first
interview to termination. 2nd Edition. New
York: The Guilford Press.
Website and 1. Journal of Social and Political
e-Learning Source Psychology
(https://jspp.psychopen.eu/index.php/j
spp)
2. International Review of Social
Psychology (https://www.rips-
irsp.com/about/)
3. https://us.sagepub.com/sites/default/files
/upm- binaries/90582_ch_1_heinzen.pdf
4. https://www.blackwellpublishing.com/conte
nt/he
wstonesocialpsychology/chapters/cpt3.pdf
5. https://opentextbc.ca/socialpsychology/ch
apter/c hanging-attitudes-by-changing-
behavior/
COURSE OUTCOMES
CO1 (K1) - To Outline the nature, history, principles and scope of

social psychology and methods used in social psychology research
CO2 (K2) – To understand social cognition and its potential sources
of error CO3 (K3) – To describe the strategies used to form and
maintain positive impression.
CO4 (K3) – To elucidate the ways to resist persuasion
CO5 (K4) – To analyze the causes of marital happiness and
relationship failure.
58

Outcome
s
CO1 √ √ √
CO2 √ √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √
itle of the Course Cognitive Psychology

Paper Number CORE X
y Semester V s e
Code
4 1 -- 5
Pre-requisite
Objectives of ● To define and outline the evolution and
the scope of cognitive psychology.
Course ● To outline various theories of pattern
recognition and explain language
development, comprehension and understand
disorders of language.
● To outline the various theories of
attention and perceptual disorders.
● To compare the differences between short
term, long term and working memory.
● To illustrate the different types of problem
solving strategies, and the application of
different types of reasoning.
Course Outline Unit I : Introduction

Definition - Information Processing Approach -
Growth of Cognitive Psychology - Cognition's
relation to other fields
- Research methods in Cognitive Psychology.
59
Unit II : Pattern Recognition, Language

Pattern recognition - Template Theories - Feature
Theories - Structural Theories - Information
Processing stages - Partial Report Technique -
Spelling's model - word
recognition - word superiority effect - neural
network model.
Language - language systems, speech sounds,

words and morphemes, sentence level, sentence
comprehension, language production, disorders
of language - aphasia, dyslexia.
Unit III : Attention, Disorders of perception

and attention
Attention – Definition – Factors influencing
attention – Theories of attention - Bottleneck
theories - Broadbent's filter model - Treisman's
attenuation model - Deutsch- Norman Memory
selection model - Automatic Processing and
Applications - Cognitive Neuroscience of Attention
- Posner's theory of the neural bases of attention.
Overview of Disorders of perception and attention

- synaesthesia, blindsight, unilateral spiral
neglect, visual agnosia, prosopagnosia.
60
Unit IV: Memory

Forgetting - Decay theory - Interference theory -
cue dependent forgetting - inhibition - retrieval
induced forgetting - directed forgetting -
imagination and false memory - Individual
differences in chunking - Acoustic codes and
rehearsal- Acoustic codes in reading -
Recognition of items in short term memory - types
of amnesia.
Working memory - Baddeley's revised working

memory model.
Long term memory - Atkinson-Shiffrin model -

Verbal rehearsal and learning - Rehearsal and
serial position effect - meta cognition - Mnemonic
Techniques - method of loci, the pegword
technique, key word technique, organizational
technique - tip of the tongue phenomenon
- Improving eyewitness recall and identification-
episodic and semantic memory- autobiographical
memory - Flashbulb memory - the cue-word
method .
Unit V: Reasoning , Problem solving

Reasoning - Logical reasoning - Analogical
reasoning - Scientific reasoning - Deductive
reasoning, Inductive reasoning, Propositional
reasoning, Syllogistic reasoning, Conditional
reasoning- Venn diagrams - Creative thinking.
61
Problem solving - Types of problems - problem

solving strategies - mean end analysis -
reasoning by analogy - transformational
problems - incubation - problem solving experts -
block to problem solving - types of heuristics.
al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Recommended 1. Groom , D. (2014) . An Introduction to
Text Cognitive Psychology - Processes and
Disorders. USA: Psychology Press.
2. Reed, S. K. (2010). Cognition - Theories
and Applications . UK: Wadsworth
Cengage Learning.
3. .Hunt, R, R, Ellis, H, C. (2004).
Fundamentals of Cognitive Psychology.
Nes Delhi: Tata Mc Graw- Hill edition.
4. Kellogg, R.T. (2007). Fundamentals of
Cognitive Psychology. New Delhi: Sage
Publication.
5. Riegler, B.R. and Riegler, G L (2008) .
Cognitive Psychology. applying the science
of the mind. New Delhi: Pearson India
Education Services Private Limited.
6. Galotti, K. M. (2004). Cognitive Psychology:
In and out of the Laboratory. New Delhi:
Wadsworth.
62
Reference Books 1. Ronald Kellog.Fundamentals of Cognitive

Psychology
2. Bridge, Robinson,Riegler,Greg.Applying the
Science of the Mind
3. Galotti K M. 2014. Cognitive psychology: In
and out of the laboratory. 5th ed. New
Delhi,India. Sage.
4. Matlin M W, Farmer T A. 2016. Cognition.
9th ed. New- Jersey, USA. Wiley.
5. Smith E E, Kosslyn S M. 2007. Cognitive
psychology: mind and brain. New
Delhi,India.Prentice-Hall.
6. Solso R L, Maclin O H, Maclin, M K.
2014. Cognitive psychology. 8th ed.
Noida,India.Pearson.
7. Sternberg R J, Sternberg K. 2012. Cognitive
psychology. 6th ed. California,
USA.Wadsworth.
8. Weisberg R W, Reeves L M . Cognition: from
memory to creativity. 2013. New-
Jersey,USA.Wiley.
Course outcomes:
On the successful completion of the course, students will be able to:
CO1 (K1) Recognize the applications of cognitive processes in

various areas of human
Development.
CO2 (K2) Distinguish the different discords of language and
comprehend the stages of
human language development and also identify different
perspectives of pattern
recognition.
C03 (K2) Explain the process of attention and identify various
perceptual disorders.
CO4 (K4) Recognize and examine the process of
remembering and forgetting.
CO5 (K5) Examine the different types of reasoning and
demonstrate various problem
solving strategies.

CO1 
CO2 
CO3 
CO4 
CO5 
63
Title of the Organisational Psychology

Course
Paper Number ELECTIVE V (Discipline specific)
Categor Elective Year III Credit 4 Cours
y Semester V s e
Code
5 -- --
Pre-requisite
Objectives of ● To learn an overview of Organisational
the Psychology.
Course ● To comprehend job analysis and its
methods.
● To gain insight into employee
selection and recruitment processes.
● To understand employee attitudes,
motivation, training and evaluation.
● To learn of leadership theories and
enhancement.
Course Outline Unit I: Introduction to Organisational
Psychology
– Definition, Scope of Organizational
psychology, History of I/O Psychology – Pre –
During- post WWI and WWII, Hawthorne
Studies, Changes in workplace since 1980,
Today Organisational Psychology
Unit II Job Analysis Definition, Methods

and Techniques- Job Description, Job
Specification, Job Evaluation, Performance
Criteria, Uses of Job Analysis. Methods –
Observation, Participation, Existing data,
Interviews, Surveys and Job Diaries.
Techniques- Job Element Methods, Critical
Incidents Technique (CIT), Position Analysis
Questionnaire (PAQ).
Unit III: Employee Recruitment,
Assessment, & Selection– Recruitment
Internet recruitment, Employee Referrals, Job
Fairs, Newspaper ads, Screening– written
materials, References & letters of
recommendation, Types of Assessments –
Cognitive Ability, Mechanical Ability, Motor &
Sensor Ability, Physical Ability, Job Skills
and Knowledge, Personality and Integrity
tests, Selection, Placement, EEO –
Importance and process.
64
Unit IV: Employee Attitudes, Motivation &

Performance Designing and Evaluating
Training
Motivation theories, Relationship between
motivation and performance, Employee
Engagement, Job satisfaction,
Commitment, Absenteeism, Turnover, OCB,
Positive Affect, Areas of employee training,
Fundamental issues in employee training, A
model for successful training programs.
Unit V: Leadership - Definition and Theories

Trait Theories, Behavioural Theories,
Contingency Theories (Fielder), LMX Theory,
Transformational Leaders, Organisational
Climate, Application of the theories.

al Tutorial hour)
component only,
Not to be included
in the External
Examination
question paper)
Recommended 1. Schultz, D. and Schultz, S.E. (2004).
Text Psychology and Work Today. Delhi: Pearson
Inc.
2. Mc Cormick, E.J. and Ilgen, D.R. (1984).
Industrial psychology. New Delhi: Prentic
Hall of India.
3. Robbins, S.P. (2005). Organizational
Behavior. 11th Edition. New Delhi: Prentice
Hall of India Pvt. Ltd.
4. Luthans, F. (2002). Organisational
Behaviour (9th Ed.). McGraw Hill-Irwin
5. John W. Newstrom and Keith Davis,
Organizational Behaviour, Human
Behaviour at Work. 10th ed. Tata McGraw
Hill, 2002.
65
Reference Books 1. Schultz, D. and Schultz, S.E. (2004).

Psychology and Work Today. Delhi:
Pearson Inc.
2. Mc Cormick, E.J. and Ilgen, D.R.
(1984). Industrial psychology. New
Delhi: Prentic Hall of India.
3. .Robbins, S.P. (2005). Organizational
Behavior. 11th Edition. New Delhi:
Prentice Hall of India Pvt. Ltd.
4. .Decenzo and Robbins, Human
Resource Management-Prentice
Hall of India.
5. . Garry Dessler and Biju Varkkey,
Human Resource Management,
Pearson Education, New Delhi.
6. Robbins , S. P. (2003),
Organisational Behaviour, New
Delhi: Prentice Hall of India
7. John W. Newstrom and Keith Davis,
Organizational Behaviour, Human
Behaviour at Work. 10th ed. Tata
McGraw Hill, 2002
8. Luthans, F. (2002). Organisational
Behaviour (9th Ed.). McGraw Hill-
Irwin
COURSE OUTCOMES
On successful completion of the course, the
students will be able to
● CO1 ( K2)– To review various I/O Psychological

theories/paradigms.
● CO2 ( K3) –To discuss how Psychological
theories/paradigms may be applied to
understanding human behaviors at work.
● CO3 (K5)- To perform job analysis using various
concepts of I/O Psychology.
● CO4 (K6)– To design and evaluating training programs.
● CO5 (K3)- To practice resourceful leadership .

Outcome
s
CO1 √ √ √
CO2 √ √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √ √
66
Title of the Assessments in Psychology II ( Laboratory

Course Practical)
Paper Number CORE XI
y Semester V s e
Code
1 4 5
Pre-requisite
Objectives of ● To experiment and assess human
the psychological attributes.
Course ● To learn psychological test
administration and scoring.
● To comprehend and deduce test results.
● To conceptualise and report psychological
tests.
● To analyse and apply data to understand
unique human psychological capacities and
discrepancies.
Course Outline CONCEPTS
1. Personality
2. Aptitude
3. Interest
4. Achievement tests
5. Stress and coping
6. Attitudes and behaviour
7. Creativity
8. HR/organizational behaviour
• A minimum of 10 assessments should be

completed with at least 5 experiments and 5
questionnaires should be conducted from the
above list of concepts.
• Chose concepts as varied as possible

part of internal CSIR / GATE / TNPSC /others to be
component only, solved (To be discussed during the
Not to be included Tutorial hour)
in the External
Examination
question paper)
67

Recommended 6. Rajamanickam, (2005). Experimental
Text Psychology with advanced experiments.
(Vol.2).New Delhi: Concept Publishing
Company.
7. Sharma, R.N. & Sharma, R. (2003).
Experimental Psychology. New Delhi:
Atlantic Publishers & Distributors.
8. Anastasi, A. &Urbina, S. (2017).
Psychological Testing, Noida: Pearson.
9. Mook, D. (2004). Classic
experiments in Psychology.
Westport: Greenwood Press.
10. Gregory, R. J. (2004). Psychological
Testing – History, Principles, and
Applications, Delhi: Pearson Education.
Reference Books 1. Kaplan, R.M. and Saccuzzo, D.P. (2005).
Psychological Testing: Principles, applications
and Issues. India: Wadsworth, Cenegage.
2. Jan J f terLaak,(2013), Understanding
psychological assessment: A Primer on the
Global Assessment of the Client's Behavior in
Educational and Organizational Setting, first
edition, sage publications.
3.Gibson L Robert and Mitchel H Marianne
(2003), Introduction to Counseling and
Guidance, Pearson education, Inc
4. Sharma R N and Sharma R (2004),
Guidance and Counseling in India ,
Pearson education, Inc
and psychotherapy, sage publication.
Course Outcomes
● CO1(K6)-Experiment and Assess human attributes such as

perception, attention, personality, intelligence, thought and
attitudes through standardized tests.
● CO2 (K2)- Demonstrate skills in administering and
scoring assessment measures.
● CO3 (K5)-Demonstrate competence in drawing inferences
from the results without bias.
● CO4 (K6)-Demonstrate competence in writing a standard report.
● CO5 (K5)- Make observation, interpret and use the data
obtained from measurement to analyse individual differences in
human capacities
68

Outcom
es
CO1 √ √ √
CO2 √ √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √ √
Title of the Counselling Psychology

Course
Paper Number ELECTIVE VI (Discipline specific)
y Semester V s e
Code
3 -- -- 4
Pre-requisite
Objectives of ● To have a perceptual overview of the
the counselling.
Course ● To comprehend the counselling process.
● To understand the role of psychological
testing and diagnosis in counselling.
● To gain insight into the counsellors
attributes, skills and ethics.
● To learn of the varied fields of
application in counselling.
Course Outline Unit I: Nature And Scope Of Counselling
Counselling– Meaning, Nature, Need and
Functions of Counselling, Emergence of
Counselling in India, Goals and Scope of
Counselling, Types of Counselling Services.
Unit II: Approaches To Counselling And The
Counselling Process
Directive and non-directive approaches,
Humanistic approach, Behavioristic
approach, Existential Approach, Eclectic
Approach, Counselling Process - Preparation
for counselling, Steps in the counselling
process.
Unit III: Psychological Testing And
Diagnosis Use of psychological tests in
counselling, Types of psychological tests,
Nature of a good psychological test, Test
interpretation in counselling, Limitations
of psychological tests, Diagnosis and its
limitations.
69
Unit IV: Counsellor Qualities, Skills And

Ethical Responsibilities
Qualities of an effective counsellor,
Counsellor skills- Building Trust, Listening,
Attending, Observing,
Building Rapport, Demonstrating Empathy,
Ethics in counselling.
Unit V: An Overview of Specialities In
Counselling Family group consultation,
Counselling Families Concerning Children,
Counselling with Parents, Counselling the
Delinquent, Marriage Counselling, Premarital
Counselling, Counselling the differently abled,
Career Counselling, Adolescent Counselling,
Counselling people affected by pandemic and
epidemic, Role of Counsellor in fostering Good
Mental Health.

part of internal CSIR / GATE / TNPSC /others to be
component only, solved (To be discussed during the
Not to be included Tutorial hour)
in the External
Examination
question paper)
Recommended 1. Rao, N. (2013). Counselling and Guidance.
Text Chennai, India: Tata McGraw Hill.
2. Gladding, S.T. (2017). Counselling: A
comprehensive profession. Chennai, India:
Pearson.
3. Gibson, R. L., & Mitchell, M. H. (2007).
Introduction to counselling and guidance.
Upper Saddle River, NJ: Prentice Hall.
4. Nayak, A. K. (2007): Guidance and
counseling. New Delhi, India: APH
Publishing.
5. Barki, B. G., &Mukhopadhyay, B. (2008):
Guidance and counselling manual. New
Delhi, India: Sterling.
6. Kochhar, S. K. (1984). Guidance and
counselling in colleges and universities. New
Delhi, India: Sterling.
70
Reference Books 1. Corey, G. (2004). Theory andPractice of

Counseling and Psychotherapy (7th Ed.).
Wadsworth Publishing.
2. Gibson L Robert & Mitchell H Marianne.
(2003). Introduction to counseling and Guidance.
6th edn. Delhi: Pearson Education
3. Nelson-Jones. (1995). The theory and practice
of counseling. 2nd Edn. London: Holt, Rinehart
and Winston Ltd.
4. Burnard Philip. (1995). Counselling Skills
Training – A sourcebook of Activities. New Delhi:
Viva Books Private Limited.
5. Samuel T. Gladding (2013) Counseling: A
Comprehensive Profession Pearson education,
6. Richard Nelson-jones (2012), Theory and
practice of Counseling and Therapy, 5th edition,
sage publications
7. Sharma R N and Sharma R (2004), Guidance
and Counseling in India , Pearson education,
Inc
and psychotherapy, sage publications.
COURSE OUTCOME
CO1 (K3) – To identify the need and importance of counselling in
the current context.
CO2 (K2) – To explain the various approaches in counselling
and the types, uses & diagnosis in counselling process.
CO3 (K2) – To summarize the interpretation of psychological tests
in counselling.
CO4 (K2) – To articulate the qualities of an effective
counsellor. CO5 (K3) – To identify the various specialties
in counselling.

Outcom
es
CO1 √ √ √
CO2 √ √ √ √ √
CO3 √ √ √ √
CO4 √ √ √
CO5 √ √ √
71
Title of the Social Psychology II

Course
Paper Number CORE VIII
y Semester VI s e
Code
5 1 -- 6
Pre-requisite
Objectives of ● Understand how of social influence
the enable compliance, conformity and
Course obedience
● Get introduced to the theories that
explain selflessness and to suggest
ways to increase helping behaviour.
● Comprehend knowledge about various
theories that explain aggression and apply
the knowledge to prevent and control
aggression.
● Get acquainted to functions of a group
and its influences on individual
performance and to educate them about
the potential dangers of decision making
in group.
● Facilitate students to see the applicability
of social psychological principles in various
settings.
Course Outline Unit I: Social Influence
Conformity – Meaning, Asch’s research on
conformity, Sheriff’s research on autokinetic
phenomenon, Factors affecting conformity,
Resisting pressures to conform; Compliance -
Meaning, Six basic principles of compliance,
Symbolic social influence; Obedience –
Meaning, Milgram’s experiment on obedience.
Unit II: Prosocial Behaviour

Meaning, Motives for pro-social behaviour,
Competitive altruism, Five crucial steps to
determine helping Vs not helping, External and
internal influences on helping behaviour, Empathy,
Personality and Helping.
Unit III: Aggression

Perspectives on aggression – Evolutionary
perspective, Drive theories; Modern theories of
aggression – Social
72
learning perspective and General Aggression

Model; Causes of human aggression – social,
cultural, personal and situational; Prevention and
control of aggression.
Unit IV: Groups And Individuals

Groups – Meaning, Types, Key components,
Stages of group formation, Benefits of joining a
group, Social facilitation, Social loafing,
hooliganism, deindividuation; Conflict: Nature,
Causes and Effects; Techniques to resolve
conflicts, Perceived fairness in groups – Basic
rules for judging fairness, Reactions to perceived
unfairness; Decision making by groups,
Downside to group decision making.
Unit V: Application Of Social Psychology

Social Psychology and legal system, Social
Psychology and Health, Social Psychology and
the world of work.
Professional various
Component (is a competitive examinations UPSC / TRB / NET /
part of internal UGC –
component only, CSIR / GATE / TNPSC /others to be solved
Not to be included (To be discussed during the Tutorial hour)
in the External
Examination
question paper)
Recommended 1. Myers, D.G. &Twenge, J.M.
Text (2017): Social psychology. New York, NY:
McGraw – Hill Education.
2.Branscombe, N.R., Baron, R.A.
&Kapur, P. (2017). Social psychology.
Chennai, India: Pearson India Education
Services Pvt. Limited.
3.Myers, D.G. (2002). Social psychology.
New York, NY: McGraw Hill Book Company.
4.Baron, A., & Byrne, D. (2002). Social
73
psychology. New Delhi, India: Prentice-

Hall of India.
5.Baron, A., Branscombe, N., Byrne, D.,
&Bhardwaj, G. (2009). Social
psychology. New Delhi, India: Dorling
Kindersley (India) Private Limited.
Reference Books 1. WinniCott,D.W. (1995). Counselling and

Therapy. London: Sage Publications
2. Whiston, S.C (1999). Principles ad
applications of assessment in
counseling , Wadsworth,
Belmont. Brooks- Clole
3. Nichols, M.P. & Schwartz, R.C. (2010).
Family therapy: Concepts and methods. 9th
ed.
Toronto: Allyn and Bacon, Pearson education,
Inc.Press, Inc
4. Patterson, J., William, L., Grauf-Grounds,
C., &Chamow. (2009). Essential skills in
family
therapy: From the first interview to termination.
2nd Edition. New York: The Guilford Press.
5. Myers David G. (2002). Social Psychology,
7th Edition, McGraw Hill Book Company.
COURSE OUTCOMES:
● CO1(K1) : To relate to the nature and causes of social influence.

● CO2 (K2) : To observe the internal and external influences on
helping behaviour.
● CO3 (K3) : To employ the strategies that can be used to
prevent or control human aggression.
● CO4 (K4) : To appraise group dynamics.
● CO5 (K4) : To analyze the role of social psychology in various
settings like legal system , health and work.

Outcom
es
CO1 √ √ √ √
CO2 √ √ √
CO3 √ √ √ √
CO4 √ √ √ √
CO5 √ √ √
74
Title of the EDUCATIONAL PSYCHOLOGY

Course
Paper Number CORE XIV
y Semester VI s e
Code
5 1 -- 6
Pre-requisite
Objectives of ● Understand the meaning and purpose of
the education.
Course ● Explain the theoretical perspectives of
learning and cognition.
● Comprehend the faculties of learning
such as intelligence, emotion, and
imagination, creativity.
● Differentiate the social process of
learning in various societal contexts.
● Understanding education from Indian
Perspective and application of psychological
principles to overcome stress and anxiety and
to enhance mental well-being of the students.
Aims of education in relation to relationship of
self, society and education. Education and self-
knowledge: Becoming a reflective practitioner.
Brief introduction to problems of schooling in
contemporary India.
Transformative education for individual and
social change.
Unit II: Cognition and Learning
An overview of the key theoretical approaches:
Behaviourism, Individual- Constructivism,
Social- constructivism, Social learning theory.
Indian perspectives: Learning through deep
contemplation and purified perception, learning
through silence.
Mindfulness in learning.
Unit III: Learning and Motivation

Critical reflection on the folk understanding of
‘intelligence’, ‘ability’ and ‘achievement’ in
contemporary India. Motivation and
developmental dynamics. Creativity and
Imagination, Learning Styles, Cooperative
Learning. Creating an emotionally secure
classroom that
encourages democracy, self- expression, and self-
75
determination.
Unit IV: Learning theories and schooling

Application of learning theories in school, the
child and the curriculum, the process of
education, learning in and out of school in
diverse environment, exploring sociocultural
perspectives on culture, gender, environment
and learning. Understanding the design of
learning environments – brain, mind, experience
and school.
Unit V: Education in the Indian Context

Understanding the hidden curriculum of
education; learner diversity and hidden
discrimination.
Understanding educational stress and anxiety,
bullying, parental and peer pressure. Education,
consumerism and the market. Enhancing mental
health and well-being of learners and teachers.
Education and technology in contemporary
India.
part of internal UGC –
component only, CSIR / GATE / TNPSC /others to be solved
Not to be included (To be discussed during the Tutorial hour)
in the External
Examination
question paper)
Recommended 1. Woolfolk A., Misra G., & Jha A. (2012).
Text Fundamentals of educational
psychology.New Delhi, India: Pearson Pub.
2. Cornelissen M., Misra G., & Varma S.
(2010). Foundations of Indian psychology
(Vol.2). New Delhi, India: Pearson.
3. Krishnamurti J. (1974). On
education. Ojai, California:
Krishnamurti Foundation Trust.
4. Badheka G. (1997). Divaswapan. New
Delhi, India: NBT.
76
5. Bruner J. (1996). The culture of

education. Cambridge: Harvard
University Press
Reference Books 1. Dewey, J. (1937) The child and the

curriculum. Chicago: University of
Chicago Press.
2. National Council of Educational Research
and Training. (2006). Position paper:
National focus group on aims of education.
In National Curriculum Framework 2005.
New Delhi, India: NCERT.
3. Rogers C. (1983). Freedom to learn in
the 80s. USA: Charles R. Merrill Pub. Co.
4. Thapan M. (Ed.) (2014). Ethnographies of
schooling in contemporary India. New
Delhi, India: Sage Pub.
5. Skinner C. E. (2006). Educational
Psychology, Prentice Hall of India PVT. Ltd,
New Delhi.
6. Mangal. S. K., (2005). Advanced
Educational Psychology, ). Educational
Psychology, Prentice Hall of India PVT.
Ltd, New Delhi.
7. Narayana Rao, (2002). Educational
Psychology, Wiley Eastern, Chennai.
COURSE OUTCOME:
● CO1 (K1,K2): Understanding the meaning and processes of

education at individual and social plains in the Indian context.
● CO2 (K2): Demonstrating an appreciation of various
theoretical perspectives on cognition and learning in
educational contexts.
● CO3 (K3): Developing insights into the facilitators of learning
such as intelligence,
emotion, imagination, creativity and self-processes.
● CO4 (K3,K4): Understand and apply the social processes
within the classroom and broader societal contexts that shape
student’s learning outcomes.
77
● CO5 (K4): Application of psychological principles to

facilitate constructive educational environment.
Outcom
es
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √
CO5 √ √ √ √
Title of the Health Psychology

Course
Paper Number CORE XV
y Semester VI s e
Code
5 1 -- 6
Pre-requisite
Objectives of ● Understand need and perspectives of
the health psychology.
Course ● Learn various models available to
conceptualize health.
● Learn the nature of pain and its
management.
● Understand the influence of stress on
health and the importance of social
support in managing stress.
● Overcome unhealthy behaviour and
promote healthy habits
Course Outline Unit I: Introduction To Health Psychology-

Health Behaviour
Health psychology- Definition and Need, The
biopsychosocial model, Patient Practitioner
relationship, Training for a career in health
psychology, Introduction to health behaviour-
Factors influencing the practice of
health behaviour.
78
Unit II: Models Of Health Behaviour

Changing health habits using theoretical models
- Health belief model, Theory of planned
behaviour, Cognitive behavioural approaches to
change health behaviour, Trans theoretical model
of behaviour change, Avenues for health habit
modification.
Unit III: Chronic Illness And Pain

Illness Factors, Onset, Progression, Types of
Symptoms, Quality of Life, Personal issues in
chronic illness, coping with chronic illness, Co
management of chronic illness, Psychosocial
Interventions, Pain: definition, types of pain, Pain
control techniques, Pain management
Unit IV: Stress And Coping

Stress - definition, dimensions of stress-
sources of chronic stress, Theoretical
contributions - Lazarus’s Appraisal Model,
Flight or fight response, General adaptation
Syndrome, Tending and Befriending Model,
Coping with stress- Sources of stress.
Unit V: Promoting Health Behaviour

Smoking - Effects of smoking, reasons for
smoking, Alcoholism - effects, reasons,
Interventions for reducing smoking , changing
problem drinking, Management of Overweight &
obesity- effects of dieting & physical activity.

part UGC –
of internal CSIR / GATE / TNPSC /others to be solved
component only, (To be discussed during the Tutorial hour)
Not
to be included in
the
External
Examination
question paper)
79
Recommended 1. Straub O. Richard (2002) Health

Text Psychology.New York: Worth Publishers.
2. Taylor E. Shelley Health Psychology (7 th
Ed.) New Delhi: Tata McGraw Hill Education
Pvt Ltd
3. Gurang R.A.R. (2014) Health Psychology
- A Cultural Approach (3 rd Ed.) U.S.A:
Wadsworth Cengage Learning.
4. Boyer, B., &Paharia, I. (2008).
Comprehensive handbook of clinical health
psychology. Edison, NJ: John Wiley &
Sons.
5. Sarafino, E. (1994). Health psychology.
Edison, NJ:
John Wiley & Sons.
Reference Books 1. Taylor, S. (1995). Health psychology

(6th ed.).Toronto, Canada: McGraw-
Hill Ryerson.
2. Marks, D., Murray, M., Evans, B., Willig,
C., Woodall, C., & Sykes, C.M. (2008).
Health psychology: Theory, research and
practice (2nd ed.). New Delhi, India: Sage
Publications.
3. Branmon, L., & Frist, J. (2010).
Introduction to health psychology; New
Delhi, India: Cengage Learning India
Pvt Ltd.
4. Wolfgang Linden, (2004), Stress
Management: From Basic Science to
Better Practice, Sage publications .
5. Brian Luke Seaward (2014), Essentials
of Managing Stress, Jones & Bartlett
Publishers,
6. Shelly E. Taylor (2012), Health psychology,
7th edition,
, TATA McGrawHil, New Delhi.
7. Mitchell D. Feldman &John F. Christensen
(2008), Behavioural medicine – A guide for
clinical practice, 3rd edition, McGraw Hill,
NY, .
8. Robert J. Gatchel, Andrew Baum and
David S. Krantz (1989), An introduction to
health psychology, 2nd edition, McGraw
Hill, NY.
COURSE OUTCOME
● CO1 (K1): To Outline the definition and scope of Health Psychology

● CO2 (K2): To explain the various models of health behavior
● CO3 (K3): To identify types of pain, symptoms and
suitable intervention
80
● CO4 (K2,K3): To summarize theories of stress, sources of

stress and coping
● CO5 (K4,K5): To explain health promoting strategies

Outcomes
CO1 √ √ √
CO2 √ √ √ √
CO3 √ √ √
CO4 √ √
CO5 √ √ √ √
Title of the Sports and Exercise Psychology

Course
Paper Number ELECTIVE VII (Discipline specific)
y Semester VI s e
Code
4 1 -- 5
Pre-requisite
Objectives of ● Familiarize with the emerging field in
the sports and exercise psychology as a
Course profession
● Integrate theory and practice in sports and
exercise
● Understand the impact of
personality and motivation in the
performance
● Comprehend the influence of emotional
intelligence on the performance
● Familiarize with the psychometric test
associated with the sports
History of sport and exercise psychology; what is
sport and exercise psychology? Sport psychology
specialties: Clinical-sport psychology,
Educational psychology Role of exercise and sport
psychologists – teaching, research and
consultation Bridging science and practice
gap.
81
Unit II: Personality and Performance

Personality in sports: Approaches to personality,
Assessment of personality, Personality research
in sport and exercise. Personality and
Performance (Meaning, Definition and Structure
of Personality), Personality theories
[Psychoanalysis, Humanistic, Trait Theories and
models], Constitutional theories (Sheldon, Trait)
and Social Learning (Bandura), Personality and
Performance
in Sports (Ice Berg Profile by Morgan).
Defining self- confidence, assessing and
building self-confidence.
Unit III: Motivation and Performance
Definition and views, Guidelines for building
motivation: Role of coaching and mentoring,
Achievement motivation and competitiveness,
Developing achievement motivation and
competitiveness in sports persons. Inter-
personnel Communication and Coach-Athlete
Relationship Motivation & Goal Setting
(Meaning, Definition and Structure of Motivation
[Need, Drive, Motive and
Motivation Types], Theories of motivation [Abraham
Maslow, Need Achievement by McClelland] Self-
Determination model, Techniques for

Developing Motivation, Goal Setting –Locke
GST, Motivation- Performance
Relationship.
Unit IV: Emotion and Performance
Meaning and Definition of Emotion, Meaning,
Definition of Anxiety, Types of Anxiety, Meaning,
Definition and Nature of Arousal and Stress,
Theories [Drive theory,
Inverted –U theory & IZOF], Emotion
Performance Relationship.
Unit V: Aggression and Sports
Aggression: Aggression in Sports – (Meaning,
Definition and Types of Aggression),
Dimensions and Theories [Biological and
Psychosocial], Violence in Sport, Management of
Aggression, Emotional States and their Effect on
Performance
various
UGC –
part
interna
l
82
component only,
Not
to be included in
the
External
Examination
question paper)
Recommended 1. Cashmore (2004). Key concepts in
Text sports psychology. New York:
Routledge.
2. Jain R. (2005). Sports Psychology. New
Delhi: D.K Publishers.
3. Weinberg R.S., & Gould D. (1995).
Foundations of sport and exercise
psychology (Vol. 4). Champaign, IL: Human
Kinetics.
4. CrattyB.J. (2000) Psychology of
Contemporary sports, Human Kinetics
Publishers, Champaign Illinois
5. Horn, T. S. (Ed.) (2002). Advances in
sport psychology. USA: Human
Kinetics Publishers.
Reference Books 1. Fundamentals of Sport and Exercise

Psychology, by Alan
S. Kornspan published by Human Kinetics,
2009
2. Handbook of Sport Psychology by Gershon
Tenenbaum, Robert C. Eklund published by
John Wiley & Sons,2007 3.Sport Psychology:
An Introduction by Arnold D. LeUnes, Jack R.
Nation by Wadsworth Thomson Learning,
(2001)
4. Burton, D., &Raedeke, T. (2008).
Introduction to mental skills training. Sport
psychology for coaches. Champaign, IL: Human
Kinetics.
5. Weinberg, R. S., & Gould, D. (2003).
Foundations of sport and exercise psychology.
USA: Human Kinetics Publishers, Inc.
COURSE OUTCOMES
On successful completion of the course the students will be able to
● CO1 (K1,K2): Familiarizing with the evolving field of sports

and exercise psychology as a Profession and having
knowledge about its specialties particularly clinical-sport
Psychology and educational psychology
83
● CO2 (K2, K3): Comprehending the links between theory and

practice in sports and exercise Psychology; understanding the
current shifts from traditional paradigms and
Appreciating the role of practical theory to guide professional
practice so that
Real life issues may be addressed
● CO3 (K3): Developing a critical understanding of general
personality approaches as well as the sport specific
personality approaches.
● CO4 (K3,K5): Being able to develop a psychological profile
for a sportsperson/team to help Assess the psychological
skills that can improve self-awareness, goal setting and
Communication with the coach.
● CO5 (K2): Understanding the motivational processes for
sport and exercise participation especially in the context of
achievement motivation and ways of enhancing it.
Outcomes
CO1 √ √ √
CO2 √ √ √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
Title of the Environmental Psychology

Course
Paper Number ELECTIVE VIII (Discipline specific)
y Semester VI s e
Code
4 1 -- 5
Pre-requisite
Objectives of ● Understand Environmental Psychology and
the its various psychological perspectives.
Course ● Comprehend human perception of
environmental risk.
● Understand the effects of environment in
human behaviour.
● Learn about the contribution of human
behaviour in environmental crisis.
● Promote pro-environmental behaviour
Course Outline Unit I: Introduction to Environmental
Psychology Defining the field of environmental
psychology. Origins and history. Psychological
perspectives in environmental psychology - Field
theory approach; Eco-cultural Psychology (Berry);
Biosocial Psychology (Dawson); Ecological
Psychology (Barker); Ecological system approach
(Bronfenbrenner)
84
Unit II: Environmental Risk Perception

Natural disasters and ecological threats:
environmental risk and risk perception, the role of
cognition and emotions, human behavior in the
face of risks, risk awareness and resilience.
Interventions in human habitats: acceptance and
the NIMBYism; finding the right balance for the
common good.
Unit III: Environment and Behaviour
Effects of Environment on behavior: Noise
pollution, Air pollution, Crowding and Population
explosion. Health Benefits of Nature, Restorative
Environments. The Gaia hypothesis, Deep ecology;
Man-environment relationship physical, social,
cultural, orientation and product.
Unit IV: Ecology and Development

Human behavior and Environmental Problems:
Global warming, Greenhouse effect, Energy
depletion; Ecosystem and their components;
Sustainable development; Resource use: Common
property resources. Ecology: Acculturation and
psychological adaptation.
Unit V: Psychological drivers of pro-
environmental action: environmental attitudes,
social representations, norms, beliefs, values,
identity, environmental knowledge, the role of
direct experience. Models explaining
environmental behavior. The role of habits and
social practices. Encouraging environmental
behavior through interventions. The role of
environmental education. Pro-environmental action
in organisations.
various
UGC –
part
interna
l
component only,
Not
to be included in
the
External
Examination
question paper)
85

Recommended 1. Steg, L. & de Groot, (2019).
Text Environmental Psychology : An
Introduction. Chichester, West Sussex:
John-Wiley & Sons Ltd
2. Mohanty, B. and Misra, S. (2017). A text
book on Environmental Psychology.
Krupajala Books, Bhubaneswar, Odisha
3. Clayton, S. (2012). The Oxford handbook of
environmental and conservation
psychology. New York: Oxford University
Press
Reference Books 1. . Kanagasabai, C.S. 2005.Environmental

Studies. Rasee publishers. Madurai.
2. Yogendra, N. and Srivastava, N. 1998.

Environmental Pollution, Ashish Publishing
House. New Delhi.
3.Sapru R.K.2001. Environment Management in

India, Vol. I & Vol. II Ashish publishers house,
New Delhi
COURSE OUTCOME:
● CO1 (K1,K2):Demonstrate knowledge in different psychological

approaches to the study of man-environment relationship.
● CO2 (K2): Understand the behaviour of humans in the face of
environmental risk.
● CO3 (K2): Understand the mutual interaction of environment and
behavior.
● CO4 (K2): Acquire knowledge on the influence of human
behaviour in environmental crisis.
● CO5 (K2,K3): Appreciate and apply pro-environmental behaviour.
●

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
86
PART IV
Stress Management
Title of the
Course
Paper Number Part IV
Categor Skill Year I Credit 2 Cours
y Enhancem Semester I s e
ent Course Code
(Non Major
Elective)
2 ---- -- 2
Pre-requisite
Objectives of ● Understand the nature and meaning of
The Course stress.
● Comprehend stress responses
● Understand the effects of coping on stress
experiences.
● Learn the body related stress relaxation
techniques.
● Know the mind related relaxation techniques.
Course Outline UNIT
UNIT–I: STRESS: MEANING AND NATURE
Definition, Nature of stress- types of stress and
stressors.
UNIT – II: STRESS RESPONSES
General Adaptation Syndrome – Body’s stress
response – Physiological, Emotional, Cognitive
and Behavioural – Stress and immune system.
UNIT – III: STRESS AND COPING
Types of coping: task oriented and emotion oriented.
Reframing, assertiveness and fixing boundaries.
boundaries
UNIT – IV: BODY RELATED RELAXATION
TECHNIQUES
The art of breathing-diaphragmatic breathing,
Massage therapy and yoga.
UNIT – V: MIND RELATED RELAXATION TECHNIQUES
Meditation – Types, Mental Imagery and Self Hypnosis.
Reference
1. Seaward, B. L. (2016). Essentials of
managing stress. Jones & Bartlett
Publishers.
2. Palmer, S and Cooper, C. (2007). How
to deal with Stress. New Delhi, Kogan
Page India. Pvt Lt
3. Epstein, R. (2006). The Big Book of
87
COURSE OUTCOME:
● CO1 (K1,K2):Understand t h e n a t u r e o f s t r e s s
● CO2 (K2): Understand how stress influences adaptation of an
organism.
● CO3 (K2): Understand the coping mechanism of stress.
● CO4 (K2): Acquire knowledge on body related relaxation
techniques
● CO5 (K2,K3): Appreciate and apply mind related relaxation
techniques.

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
Title of the Careers and Ethics in Psychology

Course
Categor Foundatio Year I Credit 2 Cours
y n Course Semester I s e
Code
2 ---- -- 2
Pre-requisite
Objectives of ● Understand the nature of fields in
The Course psychology
● Comprehend c o r e f i e l d s i n
psychology
● Understand applied fields in psychology
● Learn the emerging fields of psychology
● Know ethical concerns of psychology
Course Outline UNIT I: INTRODUCTION
Introduction to Psychology – Difference between core,
applied and emerging fields.
UNIT II: CORE FIELDS IN PSYCHOLOGY
Abnormal Psychology– Cognitive Psychology –
Development Psychology – Health Psychology
UNIT III: APPLIED FIELDS IN PSYCHOLOGY
Clinical Psychology – Counselling Psychology –
Educational Psychology – Experimental Psychology –
Industrial/Organizational Psychology – Rehabilitation
Psychology
88
UNIT IV: EMERGING FIELDS IN PSYCHOLOGY

Engineering Psychology – Environmental Psychology –
Evolutionary Psychology – Forensic Psychology– Sports
Psychology
UNIT V: ETHICS IN PSYCHOLOGY
Informed consent, debrief, protection of participants,
deception, confidentiality, and withdrawal from an
investigation
Reference:
1. Kuther,T.L and Morgan,R.D (2019) Careers in
Psychology: Opportunities in a Changing World.
SAGE Publications, Inc; Fifth edition
2. APA MANUAL
3. ONLINE SOURCES
COURSE OUTCOME:
● CO1 (K1,K2): Understand Psychology
● CO2 (K2): Understand the core fields of Psychology
● CO3 (K2): Understand the applied fields of Psychology
● CO4 (K2): Acquire k n o w l e d g e a n d e m e r g i n g f i e l d s o f
Psychology
● CO5 (K2,K3): The importance of ethical practices in Psychology.

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
Title of the Personality Development

Course
y Enhancem Semester II s e
ent Course Code
(Non Major
Elective )
2 ---- -- 2
Pre-requisite
The Course Personality
● The understand the ways of enriching
personality
● Understand the m e a n i n g o f
89
motivation
● Learn the meaning of success
● Know the relationships and personality
Course Outline UNIT – I: MEANING AND NATURE OF

PERSONALITY
Personality: Definitions, Meanings, Elements
of personality, Types of Personality,
Determinants of personality, Personality SWOT
Analysis
UNIT – II: PERSONALITY ENRICHMENT
Self esteem, Self concept, Advantages of high
self esteem, Characteristics of people with
high and low self esteem, Steps to building
positive self esteem, Attitude, Factors that
determine our attitude., Benefits of a
positive attitude and consequences of a
negative attitude, Steps to building a positive
attitude.
UNIT – III: MOTIVATION
Motivation: Meaning and nature, The difference
between inspiration and motivation, Motivation
redefined, External motivation vs. Internal
motivation, Achievement motivation
UNIT – IV: SUCCESS

Defining success-Real or imagined
obstacles to success, Qualities that make
a person successful, Reasons for failure –
Interpersonal skills, Dealing with seniors,
colleagues, juniors, customers, suppliers
at the workplace.
UNIT – V: POSITIVE RELATIONSHIPS &

PERSONALITY
Positive Relationships – Factors that
prevent building and maintaining positive
relationships, the difference between ego
and pride, the difference between
selfishness and self interest, Steps for
building a positive personality, Body
language: understanding body language,
Projecting positive body language.
Reference
1. Nathan Dorman (2004). Personality
Development. Abishek Publication, New
Delhi.
2. Jafar Mahmud (2004). Introduction to
Psychology. APH Publishing Corporation,
New Delhi.
3. Zig Ziglar (2000). See You at the Top.
90
Magna Publishing Co. Ltd., Mumbai.

4. Shiv Khera (1998). You can win.
MacMillan India Ltd., New Delhi.
5. Walter Doyle Staples (2000). Think Like
a Winner. Magna Publishing co. Ltd.,
Mumbai.
COURSE OUTCOME:
● CO1 (K1,K2): Understand Nature of Personality development
● CO2 (K2): Understand ways of personality enrichment
● CO3 (K2): Understand the importance of motivation
● CO4 (K2): Acquire t h e m e a n i n g o f s u c c e s s
● CO5 (K2,K3): The importance of positive relationships for
personality development.

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
Title of the Psychological First Aid

Course
y Enhancem Semester II s e
ent Course Code
(Discipline
Specific)
2 ---- -- 2
Pre-requisite
The Course Psychological First Aid (PFA)
● The understand the techniques of PFA
● To understand the i n t e r v e n t i o n
techniques.
● To know the self care techniques of PFA
● To distinguish between PFA and Psychological
Debriefing.
Course Outline UNIT – I: INTRODUCTION
Meaning and Importance – 3Ls of PFA – Look,
Listen and Link
UNIT – II: TECHNIQUES OF PFA
Approach the person in need of help, Introduce yourself.
91
Pay attention and listen actively, Understand the other

person's feelings, Calm the person in crisis.
Ask about their needs and concerns, Help the person in
crisis with their immediate needs and try to solve their
issue. Reflective and active listening
UNIT – III: INTERVENTION
safety; calm & comfort; connectedness; self-
empowerment; and hope
UNIT – IV: SELFCARE TECHNIQUES

Physical (the body) – to live, move, and breath.
Emotional (heart) – to love, care, and be in relationship
with yourself and others.
Psychological (the mind) – to learn, think, and grow.
Spiritual (the spirit) – to connect with essence, purpose,
and meaning.
UNIT – V: DIFFERENCE BETWEEN PFA AND

PSYCHOLOGICAL DEBRIEFING
PFA – Immediate stress reduction and to
promote coping. Psychological Debriefing –
structured discussion of events.
Reference
1. Everly, G.S and Lating,J.M. (2017) The Johns
Hopkins Guide to Psychological First Aid.
Johns Hopkins University Press, UK.
2. Online materials
COURSE OUTCOME:
● CO1 (K1,K2): Understand Nature of PFA
● CO2 (K2): Understand v a r i o u s t e c h n i q u e s o f P F A
● CO3 (K2): Understand the interventional aspects of PFA
● CO4 (K2): Acquire s e l f c a r e t e c h n i q u e s
● CO5 (K2,K3): Knowing the difference between PFA and Psychological
debriefing

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
92
itle of the Course Business Communication

Categor Skill Year II Credit 1 Cours
y Enhancem Semester III s e
ent ( Code
Entrepren
eurship
Based)
2 ---- -- 2
Pre-requisite
The Course communication
● The understand the ways of writing
business letters
● Understand c o r r e s p o n d e n c e i n
banks
● Know ways of writing report.
Course Outline UNIT I: COMMUNIATION: AN
INTRODUCITON
Communication – meaning – objectives –
process – media of communication – types of
communication – barriers to communication
- principles of effective communication.
UNIT II: BUSINESS LETTERS
Business letters – layout of Business letters -
types - Business enquires and replies – offers
– quotations – orders – complaints and
adjustments – collection letters – circular
letters – status enquires.
UNIT III: BANK CORRESPONDENCE
Bank correspondence – insurance
correspondence – agency correspondence –
letters to the editors – applications for
appointment.
UNIT IV: COMPANY CORRESPONDENCE
Company correspondence – Duties of Secretary
– correspondence with directors, Shareholders,
government departments and others.
UNIT V: REPORT
Report – meaning – importance –
characteristics of a good report – preparing
report -report by individuals – report by
committees – speeches – characteristics of
good speech – planning to speak.
Text Book
Rajendrapal &
Koralahalli J.S.
Essentials of Business
93
Communication.
Sulthan Chand & Sons.
Reference
1. Ramesh M.S. &Pattan Shetty, Effective
Business English & Correspondence RC
Publications.
2. Balasubramanian, Business
Communication, Vikas Pub. House (P)
Ltd.,
3. US Rai, SM Rai, Business
Communication, HPH
4. RSN Pillai, Bagavathi, Commercial
Correspondence & Office Management.
5. Rashunathan and Santhanam,
Business
Communication,MarghamPub.
6. Chanturvedi, Business
Communication Concepts,
Case and Applications,
Pearson Education.
7. Online Materials
COURSE OUTCOME:
● CO1 (K1,K2): Understand meaning of communication
● CO2 (K2): w r i t e b u s i n e s s l e t t e r s
● CO3 (K2): do correspond with banks
● CO4 (K2): do company correspondence
● CO5 (K2,K3): prepare reports.

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
94
Title of the Relaxation Techniques

Course
y Enhancem Semester III s e
ent Course Code
(Discipline
Specific)
2 ---- -- 2
Pre-requisite
Objectives of ● To Understand the nature and importance
The Course of relaxation
● To understand meditation
● To Understand g u i d e d i m a g e r y
● To Know about muscular relaxation
● To Understand biofeedback
Meaning, Nature and importance of
relaxation techniques in today’s world.
UNIT II: MEDITATION

Meaning – Nature – Types- Procedure -
Benefits
UNIT III: GUIDED IMAGERY

Benefits
UNIT IV: PROGRESSIVE MUSCULAR

RELAXATION
Benefits
UNIT V: BIOFEEDBACK
Benefits
Reference
1. Payne, R.A. ( 2010). Payne's Handbook of
Relaxation Techniques: A Practical Guide for
the Health Care Professional , Churchill
Livingstone; 4th edition.
2. Online resources
95
COURSE OUTCOME:
● CO1 (K1,K2): Understand the nature and importance of relaxation
● O2 (K2): understand meditation
● CO3 (CK2): Understand g u i d e d i m a g e r y
● CO4 (K2): Know about muscular relaxation
● CO5 (K2,K3): Understand biofeedback

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
Title of the Therapy Techniques

Course
y Enhancem Semester IV s e
ent Course Code
2 ---- -- 2
Pre-requisite
Objectives of ● To Understand the nature and meaning of
The Course Therapy
● To understand behaviour therapy
● To Understand a r t t h e r a p y
● To Know person centered therapy
● To learn about solution focused brief therapies
Meaning, Nature and importance of
Psychological Therapy techniques in today’s
world.
UNIT II: BEHAVIOUR THERAPY
Benefit
UNIT III: ART THERAPY
Benefits
UNIT IV: PERSON CENTERED THERAPY
Benefits
UNIT V: SOLUTION FOCUSSED BRIEF
THERAPY
Benefits
96
Reference
1. VandenBos, G.R. (2013). Psychotherapy
Theories and Techniques: A Reader. American
Psychological Association; 1st edition
2. Online resources
COURSE OUTCOME:
● CO1 (K1,K2): understand therapies and it’s importance
● CO2 (K2): u n d e r s t a n d b e h a v i o u r t h e r a p y
● CO3 (K2): know what is art therapy and how it is applied
● CO4 (K2): Understand person centered therapy
● CO5 (K2,K3): comprehend solution focused brief therapies.

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
Title of the Conflict Resolution

Course
y Enhancem Semester IV s e
ent Course Code
2 ---- -- 2
Pre-requisite
Objectives of ● To Understand the nature of conflict and
The Course its consequences
● To know the components of conflict
● To be aware of the types on individual
conflicts
● To understand the model of conflict
resolution
● To comprehend the role of conflict resolution
in peace building.
Course Outline UNIIT – I: INTRODUCTION
Meaning, Nature, Consequences of conflicts and the
need for resolving conflicts.
UNIT-II: COMPONENTS OF CONFLICT
Conflict with the self, Conflict with others, Conflict with
the environment and Conflict with the supernatural.
97
UNIT- III: TYPES OF PSCHOLOGICAL CONFLICT

Approach-Approach, Avoidance-Avoidance, Approach-
Avoidance, Double Approach-Avoidance
UNIT-IV: DEALING WITH CONFLICT
Thomas-Kilmann Model of Conflict Resolution
UNIT-V: CONFLICT RESOLUTION AND PEACE
BUILDING
Peace building – meaning and significance. Conflict
Prevention, Conflict Management, Conflict resolution and
transformation and Post-conflict reconciliation.
Refernces:
1. Weinstein, L. (2019). The 7 Principles of Conflict
Resolution. Pearson Education. India.
2. Online resources
COURSE OUTCOME:
● CO1 (K1,K2): understand the nature of conflict and its
consequences
● CO2 (K2): u n d e r s t a n d t h e c o m p o n e n t s o f c o n f l i c t
● CO3 (K2): know the types of psychological conflict
● CO4 (K2): know the individual ways of dealing with conflict through a
model
● CO5 (K2,K3): comprehend the importance of conflict resolution in peace
building

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
98
Title of the Environmental Studies

Course
Categor Year II Credit 2 Cours
y Semester IV s e
Code
1 ---- -- 1
Pre-requisite
Objectives of ● To Understand the Nature of Environment
The Course and its importance
● To understand the ecosystem with its
components.
● To be aware of the pollution and ways of
managing.
● To know how social issues are tied up with
pollution.
● To know the various types of Acts of the
Government in preserving the environment and
biodiversity.

Definitions – Types of Resources; Forest, Water,
Minerals and Food.
UNIT II: ECOSYSTEM, BIODIVERSITY AND
CONSERVATION
Ecosystem-structure and function, food
chain and web. Biodiversity-classification,
value, measurement and threats.
Conservation of Biodiversity.
UNIT III: ENVIRONMENTAL POLLUTION

AND MANAGEMENT
Introduction to types of pollution – Types of
Disaster and its Management.
UNIT IV: SOCIAL ISSUES AND HUMAN
POLLUTION
Urban Energy Problems – Water Management –
Environmental ethics – climate change – global
warming – population problems – Public health
UNIT V: ENVIRONMENTAL PROTECTION

ACTS
Environmental, Air, Water, Wildlife, Forest
Related Acts and their Amendments.
Text Book
1. Sivakumar, Raman (2018), Environmental
Studies. Vijay Nicole Imprints, Chennai.
2. Online resources
99
COURSE OUTCOME:
● CO1 (K1,K2): Understand the Nature of Environment and its
importance
● CO2 (K2): u n d e r s t a n d t h e ecosystem with its components.
● CO3 (K2): be aware of the pollution and ways of managing.
● CO4 (K2): know how social issues are tied up with pollution.
● CO5 (K2,K3): know the various types of Acts of the Government in
preserving the environment and biodiversity.

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
Title of the Yoga for Health

Course
Categor Value Year III Credit 2 Cours
y Education Semester V s e
Code
1 ---- 1 2
Pre-requisite
Objectives of ● To understand the nature of Yoga.
The Course ● To have the basic Knowledge of
Suryanamaskaram
● To understand the postures through
Asanas.
● To learn the breathing techniques in
Pranayama.
● To improve concentration through
Mediation.
Course Outline UNIT : INTRODUCTION
Definition – Meaning – Nature and Health
Benefits of Yoga.
UNIT II: SURYA NAMASKAR
Benefits
UNIT III: ASANAS
Benefits
10
0
UNIT IV: PRANAYAMA
Benefits
UNIT V: YOGA MEDITATION

Benefits
Reference
1. Saraswati, S.S.(2018). Asana Pranayam Mudra,
Yoga Publication Trust, India.
2. Online resources
COURSE OUTCOME:
● CO1 (K1,K2): Understand the nature of Yoga
● CO2 (K2): have the basic Knowledge of Suryanamaskaram
● CO3 (K2): understand the postures through Asanas.
● CO4 (K2): learn the breathing techniques in Pranayama.
● CO5 (K2,K3): improve concentration through Mediation.

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √
10
1
itle of the Course Communicative Skills

Categor Profession Year III Credit 2 Cours
y al Semester VI s e
Competen Code
cy Skill
2 ---- -- 2
Pre-requisite
Objectives of ● To understand the basics of
The Course communication.
● To have the basic Knowledge of listening
● To give constructive feedback.
● To learn the art of questioning
● To improve the presentation skills.
Course Outline UNIT I: THE COMMUNICATION PROCESS
Sending the Message, the Channel, Receiving
the Message; misinterpretations and
unintended messages, Feedback; self-
monitoring, Context and Noise;
Psychological. Stereotyping, Semantics.
UNIT II: ACTIVE LISTENING SKILLS AND
NON-VERBAL COMMUNICATION
Listening Skills, Barriers to Listening,
Listening Behaviours, Active Listening Skills.
Non-verbal Communication Skills, Culture
and Non-Verbal Messages, Forms of non-
verbal communication: Facial Expressions
and Eye Gaze, Posture and Gestures, Voice,
Personal Space & Distance, Personal
Appearance.
UNIT III: GIVING CONSTRUCTIVE
FEEDBACK
Difficulty in providing honest feedback.
Feedback Skills: Being Specific, Offering a
solution, Delivering the feedback face to face,
Being sensitive, Being problem oriented and
not people oriented, Being descriptive and
not evaluative, Owning rather than
disowning and checking. Structure of
feedback.
UNIT IV: QUESTIONING SKILLS

Questioning Techniques, Types of Questions:
Probing/clarifying Questions, Reflective
Questions, Direct Questions and
Hypothetical Questions.
10
2
UNIT V: PRESENTATION SKILLS
Presentation and dealing with Fears of
presentation. Planning the Presentation:
Setting objective, Understanding the
audience, Knowing the setting, Writing down
the „central theme‟ of the talk, Writing the
outline, Developing visual aids, Preparing
delivery notes and delivering the
presentation.
Reference
1. Hargie, O., Dickson, D., Tourish, D.
(2004) Communication Skills for
Effective Management. Palgrave
Macmillan. Hampshire.
2. Adler, R. B. & Elmhorst, J. M. (1999)
Communicating at Work: Principles
and Practices for Business and the
Professions McGraw Hill Singapore
3. Dixon, T., O‟Hara,M (2010).
Communication Skills. Open
/11_Communication%20Skills.pdf
COURSE OUTCOME:
● CO1 (K1,K2): understand the basics of communication.
● CO2 (K2): have the basic Knowledge of listening
● CO3 (K2): give constructive feedback
● CO4 (K2): knowing the art of questioning.
● CO5 (K2,K3): Present in an effective way

Outcomes
CO1 √ √ √
CO2 √ √ √
CO3 √ √ √
CO4 √ √ √ √
CO5 √ √ √ √

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B.Sc.

FROM THE ACADEMIC YEAR

B.Sc. Psychology: Programme Outcome, Programme Specific

LEARNING OUTCOMES-BASED CURRICULUM FRAMEWORK

3 – Strong, 2- Medium, 1- Low

Highlights of the Revamped Curriculum:

Semester Newly Outcome / Benefits

III, IV, V & VI Elective papers  Strengthening

IV Elective Papers  Exposure to industry

V Semester Elective papers  Self-learning

Extra Credits:  To cater to the needs

Skills acquired from the Courses Knowledge, Problem Solving,

Part List of Credi No.

Part List of Credi No.

Part List of Credi No.

Part List of Credi No.

Part List of Credi No. of

Part Extension Activity 1 -

Consolidated Semester wise and Component wise Credit distribution

Internal Continuous Internal Assessment Test

External End Semester Examination 75 Marks

Recall (K1) Simple definitions, MCQ, Recall steps, Concept

PART III - CORE PAPERS

Course PO1 PO2 PO3 PO4 PO5 PO6

UNIT III: REGULATION OF INTERNAL BODY

UNIT V: BRAIN DAMAGE

CO1 (K2) Describe recent research methods and perspectives

Course PO1 PO2 PO3 PO4 PO5 PO6

Title of the Building Psychological Capital

UNIT 2: PSYCAP EFFICACY

UNIT 3: PSYCAP HOPE

Extended Questions related to the above topics, from

Website and Online Resources available in the net

● CO1 (K4) – To analyse the positive and negative approach

satisfaction and performance.

Course PO1 PO2 PO3 PO4 PO5 PO6

Title of the Introduction to Psychology II

Course Outline Unit I: Cognition: Meaning – Cognitive

Website and 1. Judgment and Decision

● CO1 (K2, K4) To Understand the different types of cognition

Course PO1 PO2 PO3 PO4 PO5 PO6

Title of the Developmental Psychology I

Objectives of ● To provide an overview of the human

Meaning of developmental changes – Significant

Characteristics of Infancy, developmental tasks-

Characteristics of Babyhood – Developmental

Characteristics of Early Childhood –

UNIT V: LATE CHILDHOOD

Extended Questions related to the above topics, from

Recommended 1. Hurlock, E. (1980). Developmental

Website and 1. Genes and Environment

Course PO1 PO2 PO3 PO4 PO5 PO6

Title of the Cross Cultural Psychology

UNIT IV: CULTURE, LANGUAGE

Reference Books 1. Kenneth D. Keith (2019)Cross-Cultural

Course PO1 PO2 PO3 PO4 PO5 PO6

Title of the Developmental Psychology - II

Course Outline UNIT I: PUBERTY

UNIT III: YOUNG ADULTHOOD

UNIT IV: MIDDLE AGE