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Faculty of Behavioral Sciences

Curriculum | M.Sc. Clinical/Counseling Psychology | Semester II

SEMESTER II

Paper 2.1: Theories of Personality

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Unit I: Key concepts

Theories – meaning, types, and construct; interactionism

Personality and temperament – humoral theory, trait vs types

Freud’s psychoanalytic theory

R.B. Cattell’s factor analytic theory

 

·         Understand the phenomenon of personality.

·         Kknow the basis of individual differences.

·         Explain the ideographic approach.

·         Compare the basic features of intra and inter individual variations.

·         Demonstrate the structure of personality.

·         Peep into dynamic nature of psyche.

·         Describing the meaning of theory and construct leading to theory of personality.

·         Exposing to different types of theories in personality.

·         Familiarizing with the historical features of various theories with explanation of multiplicity.

·         Introducing the technique of factor analysis.

·         Didactic.

·         Charts and figures through PPT.

·         Apprehending differences through judgmental procedure among classmates.

·         Profiling and introducing some personality tests.

 

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2 Unit II: Major Theories

Allport’s psychology of individuality

Murray’s personology – needs

Roger’s self theory

Eysenck’s three dimensional theory of personality

 

·         Explore different types of theories in personality psychology.

·         Understand and explain why different theorists put their trait or type or self or dimensional perspective.

·         Know certain popular tests of measuring personality.

·         Explain differences in behavior due to certain traits/ types.

·         Presenting trait approach in psychology with Allport’s theory.

·         Introducing the concept of need, projective hypothesis, and TAT.

·         Describing humanistic perspective with Roger’s Self theory and linked therapies etc.

·         Describing the development of dimensions of personality as  envisaged by Eysenck and Explaining variations.

·         Didactic

·         Comparative presentation various theories.

·         Familiarization with tools of measuring personality.

 

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3 Unit III: Other models

Existential notions – being

Behavioristic – social learning theory

Self theories – Bandura

Eastern views – Tridosha and Triguna

 

·         Understand the interplay of personality features for the self.

·         Knowing about the constitutional aspect of person in Ayurveda.

·         Observing and identifying self and social aspect of human personality.

·         Introduce the thoughts of existential philosophers and relevance to human nature leading to positive side of man.

·         Describing the socialization and development of personality.

·         Presenting Bandura’s concepts of self esteem, competence, efficacy etc.

·         Didactic

·         Involving in direct expression of the self and understanding the meaning of being.

·         Collecting episodes and narrating the self.

·         Demonstrating the Dosha concept in classroom through observation

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Paper 2.2: Life Span Development

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Unit I: Early Development

Introduction: characterizing life span development and related issues, continuous vs dichotomous changes, critical and sensitive periods, influence of nature and nurture on development

Theoretical perspectives: psychodynamic, behavioral, cognitive, and evolutionary perspectives on life span development

Measuring developmental changes: longitudinal studies, cross-sectional studies, sequential studies

Prenatal development and new born infant: complication and competence; physical, cognitive and social development in infancy

 

·         Understand the phenomenon of development through the life.

·         Analyze the issues pertaining to the life span approach alongwith stages.

·         Identify some perspectives which altogether regulate the description and explanation of changes in structure, function and behaviour through the ages.

·         Get a very basic knowledge of the starting of life, development before birth and after birth as neonate.

·         Develop a framework to understand the development of behaviour in key areas – physical, cognitive and socio-emotional.

 

·         Present the key concepts and perspectives for

·         Life span development.

·         Exposing the students some ongoing issues and controversies in the area of developmental psychology.

·         Familiarizing the students with broad approaches of studying the development of behaviour.

·         Delineating the wonderful phenomenon of beginning of human life with its stages before birth and innate capacities of human infants.

·         Describing the development of various facets of behaviour during infancy and some problems of early development.

·         Didactic

·         Discussion based on observations of people across life span from the community.

·         Comparative tabular exhibits.

·         Role playing of different age stages.

·         Visiting O &G and Pediatrics departments in hospital for observations of neonates and problems in early life.

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2 Unit II: Childhood and Adolescence

Preschool years: physical, cognitive, social and moral development

Middle childhood years: physical, cognitive     and social development

Adolescence: physical and cognitive development, threats to adolescence well-being

Social development in adolescence: identity formation, relationships in family and friends, dating and sexual behavior

 

·         Understand the growing children.

·         Know the competencies of children before going to school.

·         Comprehending the issues involved in adolescent development.

·         Figure out the problems and tackling among adolescents.

 

·         Presenting the continuity of behavioural changes in different areas.

·         Focusing major achievements in accomplishments during childhood.

·         Highlighting adolescence as transitory stage for a very long adult life.

·         Taking major problems encountered during the adolescence.

·         Social implications and social competencies to be taken in cultural context.

·         Didactic

·         Taking developmental charts, curves from different cultural contexts.

·         Involving discussions on typical aspects as well deviance in development.

·         Using early childhood memories and sharing to realize the common path of development.

·         Observational records from family and community.

·         Visiting social and educational institutes.

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3 Unit III: Adult years

Early adulthood: physical, cognitive, and social development, pursuing higher education and choosing a career

Middle adulthood: physical health and cognitive development, social development, work and leisure

Late adulthood: physical changes in older people, health and well-being in late adulthood, cognitive changes in late adulthood, daily life of late adulthood

Myth of ageing, degenerative neurological disorders, death and dying

·         Visualize longer adult years and the various tasks related to sub-stages.

·         Understand themselves and their parents on a better way.

·         Perform their desirable role as young adults and to plan their adulthood.

·         Demonstrate empathy and pro-social attitude for the aging members in the society.

·         Describe adulthood as a composite of many sub-stages.

·         Focusing on various roles in the society.

·         Taking major issues and problems occurring in mature years.

·         Presenting late adulthood with competencies and limitations.

·         Some issues of health, death, institutional housing in Indian cultural context can be discussed.

·         Didactic

·         PPT,

·         Role playing in group Discussion.

·         Visits to old age homes.

 

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Paper 2.3: Statistical Techniques in Psychology

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Introduction to Statistics in Psychology

Concept, scope and purpose of statistics in psychology

Sample and population, sampling methods

Variables and scales of measurement, hypotheses, tools of data collection

Types of statistics: descriptive vs inferential, parametric vs non-parametric

·         Describe the Concept, scope and purpose of statistics in psychology

·         Sample and population, sampling methods

·         Variables and scales of measurement, hypotheses, tools of data collection

·         Types of statistics: descriptive vs inferential, parametric vs non-parametric

·         Discuss the Concept, scope and purpose of statistics in psychology

·         Sample and population, sampling methods

·         Variables and scales of measurement, hypotheses, tools of data collection

 

·         Didactic,

·         PowerPoint presentation

·         Student Interaction Session

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2 Descriptive statistics

Representation of data: frequency distribution, cumulative curve, pie charts, line graphs, bar diagrams, box plots

Mean, median, mode: properties, calculation from grouped and ungrouped data

Variance, standard deviation, normal curve, z-scores, standard error

Percentiles, quartiles, outliers, confidence intervals

·         Outline the Representation of data: frequency distribution, cumulative curve, pie charts, line graphs, bar diagrams, box plots

·         Mean, median, mode: properties, calculation from grouped and ungrouped data

·         Variance, standard deviation, normal curve, z-scores, standard error

·         Percentiles, quartiles, outliers, confidence intervals

·         Discuss the Representation of data: frequency distribution, cumulative curve, pie charts, line graphs, bar diagrams, box plots ·         Didactic,

·         PowerPoint presentation

·         Student Interaction Session

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3 Inferential Statistics

Statistical inference and tests of significance, t-test, p-level,Type I and Type II errors

Correlation: pearson, biserial and spearman; regression: linear and multiple

ANOVA: One-way, two-way; ANCOVA, MANOVA

Mann-Whitney U Test, chi square test, Kruskall-Wallis test

·         Describe the Statistical inference and tests of significance, t-test, p-level, Type I and Type II errors

·         Correlation: pearson, biserial and spearman; regression: linear and multiple

·         ANOVA: One-way, two-way; ANCOVA, MANOVA

·         Mann-Whitney U Test, chi square test, Kruskall-Wallis test

·         Discuss the Statistical inference and tests of significance, t-test, p-level, Type I and Type II errors

·         Correlation: pearson, biserial and spearman; regression: linear and multiple

·         ANOVA:

·        Didactic,

·         PowerPoint presentation

·         Student Interaction Session

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Paper 2.4: Psychology of Abnormal Behavior

 

Unit Content Learning Objectives Teaching Guidelines Teaching Methodology Teaching Hrs.
Introduction

Mental Illness: Definition,;  Historical background,

Paradigms in Psychopathology: Biological,  Psychodynamic  Humanistic, Cognitive- Behaviour , Socio-cultural factors,

Epidemiological studies:  Prevalence, incidence and risk factors.

Diagnosis: Nature and Importance; Classificatory Systems: DSM and ICD.

 

·         Elaborate upon the nature of mental illness and different constructs that are used to explain mental illness.

·         Describe the historical background and the different approaches used to study psychopathology

·         Discuss the ways to study the epidemiology of mental illnesses like prevalence, incidence etc.

·         Explain about diagnosis and its importance in the field of mental health.

·         Discuss about the classification systems DSM 5 and ICD 10, and critically analyse them

·         Discuss the nature of mental illness and different constructs that are used to explain mental illness.

 

·         Describe the historical background and the different approaches used to study psychopathology

·

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

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Anxiety, Mood and Dissociative Disorders

Anxiety disorder: Types_ Phobias and Generalized Anxiety Disorder, Clinical description, epidemiology, causes and treatment.

Other Anxiety disorder:  Clinical description, epidemiology, causes and treatment of Obsessive Compulsive Disorder.

Mood Disorder: Clinical description, epidemiology, types , causes and treatment.

Dissociative Disorders: Clinical description, Types; epidemiology, causes and treatment.

 

·         Explain anxiety disorder and different types of anxiety disorders.

·         Elaborate upon the symptoms, epidemiology, causes and treatment of different anxiety disorders.

·         Discuss the type of mood disorders, their symptoms, prevalence, causes and treatment.

·         To explain Suicide, its prevalence, models and preventive measures

·         Elaborate upon the symptoms, epidemiology, causes and treatment of different dissociative disorders

·         Discuss the various anxiety disorder, their symptoms and clinical picture to help students identify the clinical patients with significant anxiety disturbances

·         Guide students in knowing about various types of anxiety disorders in equipping them with knowledge of anxiety’s types and forms

·         Help students in assessing and diagnosing anxiety using standardized tests and interview schedules including criteria for diagnosis

·         Discussing with them basic methods of treating anxiety disorders

·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

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Schizophrenia, Substance Use, Eating Disorders and Sexual Disorders:

Schizophrenia: Symptoms , Type, Epidemiology, Causes and Treatment.

Substance Use Disorders: Clinical Description, Types, Epidemiology, Causes and Treatment

Eating Disorders: Clinical Description, Types, Epidemiology, Causes and Treatment

Sexual Disorders: Clinical Description, Types, Epidemiology, Causes and Treatment of Sexual Dysfunction.

 

·         Explain Schizophrenia, its types and their symptoms, prevalence, biological and psycho-social causes and treatment.

·         Discuss the nature and different types of substance use disorders, their prevalence, causes and different treatment methods.

·         Elaborate upon different types of eating disorders, their prevalence, causes and treatment

·         Discuss about sexual disorders, their types, prevalence, causes and treatment measures

·         Describe and detail about various schizophrenia-spectrum disorders, their symptoms and causes

·         Detail to students about various perspectives in understanding schizophrenia and assessing its complex clinical phenomenology

·         Explain them about the various techniques to treat complicated schizophrenic symptoms

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·         Didactic,

·         PowerPoint presentation,

·         Student Interaction Session

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Paper 2.5: Practicum: Testing

 

Unit Contents Learning Objectives (at the end of the course, the student shall be able to) Teaching Guidelines Teaching Method-

ology

Teaching Hrs.
1 Theories of Personality

Administering 16 personality factor test by Cattell

Using EPQ/EPI by Eysenck

Administering CAT

Using self-efficacy/self-esteem tests

·         Perform various psychological tests on subjects.

·         Interpret profiling of individuals.

·         Identify deviance, if any, from normative picture.

·         Introduce authors and history of the particular test.

·         Discussing the development and standardization of the tool.

·         Familiarizing the test material.

 

·         Demonstrative

·         Supervising the testing session.

·         Reaching to conclusions through norms of the test.

·         Seeking application in life areas.

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2 Life Span Development

Observational study of a new born for physical activity using checklist

Testing the conservations of number, length and area in pre-school children

Measuring self-concept in children

Testing varieties of memory in aged subjects

·         Make observations of new born and recording the responses.

·         Understand and chart out the process of cognitive development.

·         Select task materials for the universal concepts.

·         Test young children.

·         Handle challenges in the testing of special group subjects.

·         Present synthetic view of theory and testing in the context of human development.

·         Familiarize with Piaget’s stages of cognitive development and preparing tasks accordingly.

·         Focusing on problems in the development during childhood.

·         Tapping problems of dementia in aged subjects.

·         Administration of psychological tests.

·         Teaching to take observations in natural environment.

·         Visiting community or institutions for selecting aged subjects.

·         Preparing task materials from the real life settings.

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3 Statistical Techniques in Psychology

Represent the data using three methods of two groups and compare them

Collect data on a variable and calculate the mean, median, standard deviation and draw a normal curve of the data

Compare Type I and Type II errors from the data

Compare ANOVA and Kruskall Wallis analysis for one set of data

·         Club theory of measurement with the tools.

·         Enumerating basic statistical parameters.

·         Using statistical soft-wares.

·         Analyzing and interpreting for hypothesis verification.

·         Present theory of measurement.

·         Need of statistical analysis.

·         Focusing on hypothesis testing procedure.

·         Introducing some common and basic statistical soft-wares.

·         Computational exercises.

·         Hand on experience on data feeding.

·         Use of soft-ware.

·         Interpreting and stating the results.

·         Report writing.

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4 Psychology of Abnormal Behavior:

Make an assignment on the changes made in the classificatory system from DSM-IV-TR to DSM- 5

Clinical rating scales: HAM-A, HAM-D,  YMRS, Y-BOCS for a patient suffering from mood disorder, Anxiety Disorder or Dissociative Disorder (depending on the requirement of the patient)

Use of TLC scale/ PANSS/ BPRS on a patient of Schizophrenia

Assignment on techniques used for cessation of Cigarette Smoking/ Alcohol Use disorder

·         Trace the history of classification systems.

·         Apprehend the basis of changes in classification systems.

·         Diagnose a behavioural deviance.

·         Administer various diagnostic tools.

·         Learn skills related to behaviour modification.

·         Re-introducing the concepts of classification in the context of diagnosis.

·         Presenting common systems of classifications.

·         Introducing some clinical rating scales.

·         Measuring with a patient in clinical setting.

·         Getting with the concept of addiction and de-addiction.

·         Training with diagnostic tools.

·         Hand on experience with a diagnostic tool in clinical setting.

·         Exposing the challenges of testing with a patient.

·         Trying a strategy for de-addiction of smoking/ alcohol.

 

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Admission 2017