B.Sc. Clinical Psychology | Curriculum | Semester IV
Paper 4.1: Social Psychology
| Unit | Content (Must Know) | Learning Objectives (The students will be able to) | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Introduction
Definition, nature, scope, methods of social psychology Groups: types and group formation Leadership: meaning and types of leadership |
· Describe the meaning of groups and leadership, types of groups and leaderships, dynamics in groups and role of leader in groups | · Discuss the nature of groups and leadership, their dynamics and interplay | · Didactic,
· Presentation by teacher, · Student Interaction Session |
10
3
4
3 |
| II | Social Processes
Social perception: Concept and nature, Attribution theory and its application-impression management. Aggression: its causes and prevention Prosocial behavior and its measurement. Theories: kin selection theory and bystander effect |
· Describe the basic social processes of social perception, aggression and prosocial behavior | · Discuss the social processes of aggression, perception, and prosocial behavior | · Didactic, Student’s Seminar (PowerPoint presentation)
· Family relationship scale · Sociogram · Pro-social behaviour: observational study |
13
4
4
5 |
| III | Attitudes, Stereotypes, Prejudices and Discrimination
Nature-components – formation of attitudes Measurement of attitudes –persuasion – cognitive dissonance. Stereotypes, prejudice and discrimination: nature, causes and strategies of reducing them |
· Describe the nature and perspectives on attitudes, stereotypes, prejudices, and discrimination, their role and significance, mechanisms of social psychological behaviors which bring conflict | · Discuss the nature and perspectives on attitudes, stereotypes, prejudices, and discrimination, origin of conflicts among social groups and their psychological dynamics | · PowerPoint presentation,
· Videos of cases, · Student Interaction Session, · Field visit · Prejudice scale |
17
5
5
7 |
Paper 4.2-Statistics in Psychology
| Unit | Content | Learning Objectives (The students will be able to) | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Introduction to Statistics in Psychology
Meaning, scope and purpose; population and sample Types of statistics – descriptive, inferential; Representation of data – frequency distributions, percentiles, graphs |
· Explain the meaning and scope of statistics and its applications in psychology;
· Describe the types of data and statistics |
· Discuss the meaning and scope of statistics, types of statistics, and ways of representing data | · Didactic,
· Presentation by teacher, · Student Interaction Session · Student seminar |
13
4
2
7 |
| II | Measures of Central Tendency and Standard Normal distribution
Mean, median, mode; Properties of normal curve; skewness and kurtosis, normal distribution Variability – range, variance, standard deviation |
· Describe the concept of mean, median and mode and explain the nature of deviations and variability in statistics | · Discuss the concept of central tendency and normal distribution, their properties and characteristics | · Didactic, Presentation by teacher,
· Student Interaction Session · Applications of normal curve: Drawing of a curve for a given data |
13
5
3
5
|
| III | Inferential Statistics
Purpose, techniques; standard error, estimation, confidence intervals; z-test, t-test, p-level; Type I and Type II errors; Hypothesis testing Correlation – pearson, spearman |
· Explain the concepts of inferential statistics, techniques of data analysis useful in higher research | · Discuss the concept of inferential statistics, their common techniques and hypotheses testing | · Didactic, Presentation by teacher, Student Interaction Session
· Hypothesis testing through SPSS · Basic use of SPSS for data entry and graphic representation of classificatory data · Application of correlation through data sources: comparison of pearson and spearman coefficients |
14
5
4
5 |
Paper 4.3: Psychology of Intelligence
| Unit | Content | Learning Objectives | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Construct of Intelligence
Intelligence: meaning and concept Biological basis of intelligence: Galton Factor theories: Spearman and Thurstone |
· Explain the meaning and concept of intelligence, various theories of intelligence in historical contexts
|
· Discuss the meaning and concept of intelligence, early and common theories | · Didactic, Presentation by teacher,
· Student Interaction Session · Teacher’s seminar |
12
4
4 4 |
| II | Theories of intelligence
Cattell and Horn: gf and gc Gardner: multiple intelligence Sternberg: componential theories |
· Describe the theories of intelligence, contributions of pioneers like Cattell, Gardner, and Sternberg | · Discuss the theories of intelligence | · Didactic, Presentation by teacher,
· Student Interaction Session · Raven’s Progressive Matrices · Cattell’s Culture Fair Intelligence Test |
15
5
5
5 |
| III | Emotional Intelligence
Models of emotional intelligence EQ competencies: self-awareness, self-regulation, motivation and empathy Managing emotions: techniques to manage emotions for conflict management and effective leadership |
· Explain the concepts of emotional intelligence and emotional regulation | · Discuss the concept of emotional intelligence | · Didactic, Presentation by teacher,
· Student Interaction Session · Mayer and Salovey’s Emotional Intelligence |
13
3
4
6 |
Paper 4.4: Industrial Psychology
| Unit | Content | Learning Objectives | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Introduction
Historical background of industrial psychology: as profession and science Working conditions: illuminating motive; work schedule – shift work and rest period Personnel selection: principles and techniques |
· Explain the meaning and concept of industrial psychology, working contexts and role of psychological factors in work situations | · Discuss the meaning and concept of industrial psychology | · Didactic, Presentation by teacher, Student Interaction Session
· Comparative efficacy of displays · Student seminar |
13
4
5
4 |
| II | Work motivation
Motivation: concept of incentives and rewards, intrinsic motivation Theories of work motivation: need hierarchy theory, ERG theory, two factor theories: Hertzberg, Expectancy theory Job analysis, job satisfaction |
· Describe the concept and theories of work motivation, their critical evaluation | · Discuss the concept and theories of work motivation | · Didactic, Presentation by teacher, Student Interaction Session
· Job satisfaction · Job analysis |
13
4
5
4 |
| III | Leadership at Workplace and HRM
Leadership: meaning and theories of leadership – trait, behavior, contingency Human factors in job design: work space design, types and uses of displays Meaning of Human Resource Management, training: on and off site training method, evaluation of training |
· Explain the concepts of leadership at workplace and HRM, role of leaders and management of human resources in organizations | · Discuss the concept of leadership and HRM | · Didactic, Presentation by teacher,
· Student Interaction Session · Measurement of leadership style · Teacher’s seminar |
14
4
5
5 |
Paper 4.5: Gender Studies
| Unit | Content | Learning Objectives | Teaching Guidelines | Teaching- Methodology | Time (Hours) |
| I | Introduction to Gender
Meaning of gender; cultural differences; philosophical and political issues surrounding gender Methods of research- Meaning, goals and steps of gender research; difficulty in conducting research; feminist research methodology. Gender perspectives – evolutionary theory and sociobiology, psychoanalytic, constructivist and post modern perspectives. |
· Explain the meaning and concept of gender, stereotypes, issues relating to gender
· Describe the various perspectives to understand gender across cultures
|
· Discuss the meaning and concept of gender, gender stereotypes and perspectives of gender | · Didactic, Presentation by teacher,
· Student Interaction Session · Teacher’s and student’s seminar |
13
4
3
6 |
| II | Gender discrimination, attitude and identity
Gender differences and inequalities; stereotyping and discrimination; gender and caste. Gender roles and gender role attitude; gender- role socialization; gender and emotion Concept of identity; gender identity; multiple identities ; gender mainstreaming
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· Describe the concept of gender identity, differences in gender, gender roles and attitudes across cultures | · Discuss the concept of gender identity, differences in gender, gender roles and attitudes across cultures | · Didactic, Presentation by teacher,
· Student Interaction Session · Narratives of both gender cases about their gender identity · Ethnography study on gender – urban and rural setting |
14
4
5
5 |
| III | Sex related comparisons
Sex related comparison- cognitive abilities; personality attribute and social domains Aggression and violence- concept and theories; rape and other forms of sexual coercion; domestic abuse and sexual harassment. Sex differences in health – mortality; health behaviors and chronic illness. Sex differences in mental health- depression, suicide, death and bereavement. |
· Explain the differences in genders and compare them across different parameters like personality, cognition etc.
· Enumerate the relationship of aggression and violence to gender |
· Discuss the differences in genders and compare them across different parameters like personality, cognition etc. | · Didactic, Presentation by teacher, Student Interaction Session
· Case study on domestic violence and crime · Survey on attitudes of both genders towards helth |
13
4
5
4 |