B.Sc. Clinical Psychology | Curriculum | Semester II
Semester II
Paper 2.1: Cognitive Processes
| Unit | Content (Must Know) | Learning Objectives (The students will be able to) | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Learning
Definition; Theories: classical conditioning: phenomenon and types of classical conditioning Instrumental or Operant conditioning, schedules of reinforcement Social learning theory of Bandura |
· Explain the about learning and different theories that govern the process of learning
· Discuss the different areas in day to day life where the utility of the learning theories is seen · Critically evaluate the different theories of learning |
· Teach the definitions, concept, and theories of learning, with importance of their principles and phenomena applied in various contexts | · Didactic
· Students’ seminar/ PowerPoint Presentation · Student Interaction Session · Practical on “verbal conditioning” · Teacher seminar |
12
4 4
4 |
| II | Memory and forgetting
Memory: Nature and types; Stages of memory: sensory, STM, LTM Models of information processing: Atkinson-Shiffrin, working memory Forgetting: nature and factors; forgetting curve; interference theory |
· Elucidate upon the memory as an important cognitive process and different types of memory
· Explain the process of taking information from the environment to retrieval of information from long term memory · Discuss about forgetting and different theories of forgetting |
· Describe the processes of memory and forgetting through different theoretical perspectives | · Didactic
· PowerPoint Presentation by teacher · Practical on “short term memory” · Practical on “making a forgetting curve”
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14
4
5
5 |
| III | Higher order Processes
Thinking: meaning and types; concept and language Problem solving: meaning; steps of problem solving; decision making Creativity: Nature and components of creativity, creative problem solving |
· To explain cognition and different cognitive processes
· To discuss about thinking, language, problem solving and decision making · To describe the different steps of problem solving and about blocks to problem solving |
· Discuss the higher order cognitive processes which involve complex psychological processes underlying intelligent behavior | · Didactic
· PowerPoint Presentation by teacher · Student Interaction Session · Practical on “measurement of creativity” |
14
5
5
4 |
Paper 2.2: Physiological Psychology
| Unit | Content | Learning Objectives (The students will be able to) | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Introduction
The biological context of Psychology; structure of neurons: types Functions of neurons, resting and action potential, conduction of impulses Synaptic transmission and chemical neurotransmitters |
· Describe the biological basis of behaviour, neurons and their functions, synapse and its role | · Discuss the biological basis of behaviour and focus on neurons and their functions and mechanisms | · Didactic
· Students’ seminar/ PowerPoint Presentation · Student Interaction Session · Charts on structure of nervous system · Effect of caffeine on sensory threshold |
12
4
4 4 |
| II | Nervous system and its functions
Nervous System: Classification; cranial nerves Central nervous system: Brain and spinal cord- structure and function. Peripheral and Autonomic nervous system: structure and function of somatic and autonomic |
· Describe the structure and functions of nervous systems | · Discuss the functions of nervous systems, their types and roles in regulation of behaviour | · Didactic
· PowerPoint Presentation by teacher · Practical: EEG/ Visit report of dissection room · Student seminar
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15
5
5
5 |
| III | Bio-chemical basis of behaviour
Hormones: types; role of endocrine glands Biological basis of hunger, thirst and sex Sleep and arousal |
· Describe the bio-chemical basis of behaviour which will help students learn the basic mechanisms behind hunger, thirst and sex, sleep and arousal | · Discuss the biological basis of hunger, thirst, sex, sleep; the role of hormones in behaviour | · Didactic
· PowerPoint Presentation by teacher · Student Interaction Session · Practical: |
13
4
6
3 |
Paper 2.3: Measurement inPsychology
| Unit | Content | Learning Objectives (The students will be able to) | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Introduction to Measurement in Psychology
Definition, purpose and application Levels of measurement; properties and functions of measurement Sources of error in measurement in Psychology |
· Describe the purposes and applications of measurement, variable sand their levels of measurement, how errors can be made in measurement and eliminated | · Discuss the basics of measurement in psychology, how measurement can be made on different scales, and sources of errors in measurement and the significance of controlling such errors | · Didactic
· PowerPoint presentation by teacher · Student Interactive Sessions |
10
3
4
3 |
| II | Testing in Psychology
History of psychological testing, types of psychological tests Psychological testing, classification and characteristics of a test, Steps of test construction, item writing and item analysis |
· Describe the basics of psychological testing, their types and characteristics, steps involved in test construction | · Discuss the basics of psychological testing, steps of test construction, and issues in testing | · Didactic
· PowerPoint presentation by teacher · Student Interactive Sessions · Collection of an item pool |
15
5
5
5 |
| III | Reliability, Validity, and Norms
Meaning, types of reliability and factors influencing reliability Meaning, types of validity, factors influencing validity Meaning of norms, types and development of norms |
· Describe the characteristics of psychological tests like reliability, validity, norms, their types and uses, acknowledging the importance of these charactristics | · Discuss the characteristics and properties of tests like reliability, validity, norms, developing and calculation of these different types | · Didactic
· PowerPoint presentation by teacher · Student Interactive Sessions · Estimation of reliability: chronbach’s alpha · Estimation of validity: concurrent, criterion · Development of norms: percentile |
15
5
5
5 |
Paper 2.4: Adolescent Psychology
| Unit | Content (Must Know) | Learning Objectives (The students will be able to) | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Introduction
Adolescence: concept and characteristics, developmental tasks during adolescence Puberty and physical changes during early, middle and late adolescence Perception and reactions to physical changes during adolescence |
· Describe the concept of adolescence, puberty and changes during adolescence, perceptions of individuals to these changes and adjusting to these changes | · Discuss the basics of adolescent life and major physical changes during this period | · Lecture, Demonstration,
· Teacher seminar, · Student seminar |
12
4
4
4 |
| II | Cognitive and social development
Cognitive development during late childhood and early adolescence: Piagetian stages Moral judgment and development: Kohlberg and Loevinger model Social development: achieving independence from parents, parenting, parent and peer relationships |
· Describe the cognitive and social development during adolescence, contributions by Piaget and importance his theory in understanding development, moral development and Kohlberg’s contributions. | · Discuss the cognitive, moral and social development during adolescence | · Lecture, demonstration
· Intelligence test · Concept formation · Perception of parental behavior |
15
5
5
5 |
| III | Personality development and issues
Identity and self-esteem, search for identity, ethnic identity and self-esteem Problems in adolescence: major stressors of adolescence, depression and suicidal behaviors
Deviant behaviors: drug abuse, teenage parenthood, juvenile violence and delinquent behaviour |
· Describe the development of personality during adolescence, issues faced by adolescents regarding their identity, self, emotional changes like depression, rebellious and deviant behaviors, the use of unhealthy sources and measures like drugs, alcohol, violence | · Discuss the personality development during adolescence, issues of identity and social dynamics | · Lecture, demonstration
· Practical on “Self-esteem / self-concept” |
13
5
3
5 |