Annexure-A

Proposed Syllabus for M.Sc. Applied Psychology

Part I & II (Annual System) for Affiliated Colleges
Academic Session 2014
 CURRICULUM AND COURSES
M.Sc. APPLIED PSYCHOLOGY (ANNUAL SYSTEM)

Paper No. Title of Paper Marks

M.Sc. Applied Psychology Part-I:

I Schools & Perspectives in Psychology 100

II Research Methods and Research Designs 100

Theory : 70
Practical Work and Viva Voce : 30
III Psychological Assessment 100
Theory : 70
Practical Work and Viva Voce : 30
IV Abnormal Psychology 100

V Statistics in Psychology 100

VI Computer Usage and SPSS 100

Theory : 50
Practical Work and Viva Voce : 50
Total Marks:- 600

M.Sc. Applied Psychology Part-II:

VII Biological Basis of Behaviour 100

Theory : 70
Practical Work and Viva Voce : 30
VIII Experimental Psychology 100
Theory : 70
Practical Work and Viva Voce : 30
IX Social Psychology 100

Area of Specialization:
Student will have to opt any one of the following courses as an Area of Specialization.
X(a) Counseling Psychology 100

X(b) Clinical Psychology 100

X(c) Developmental Psychology 100

X(d) Organizational Psychology 100

X(e) Educational Psychology 100

XI Placement & Case Reports in relevant area of 100

specialization
XII *Optional Course / Research Thesis 100

Optional Paper:
Student will have to opt any one of the following optional courses (complimenting with
the selected area of specialization).

XII(a) Health Psychology 100

XII(b) Human Resource Management 100

XII(c) Military Psychology 100

XII(d) Gender Issues in Psychology 100

 XII(e) Forensic Psychology 100

XII(f) Child Psychology 100

XII(g) Peace Psychology 100

Total Marks: 600

*Student has to either opt any One of the Optional Course or Research Thesis.

Note: Student will have to opt any one of the following optional courses (complimenting
with the selected area of specialization).

Paper No. Area of Specialization Complementing Areas

X(a) Counseling Psychology Health Psychology, Child Psychology,
Gender Issues in Psychology and Peace
Psychology.
X(b) Clinical Psychology Health Psychology, Child Psychology, and
Forensic Psychology.
X(c) Developmental Psychology Child Psychology and Gender Issues in
Psychology.
X(d) Organizational Psychology Military Psychology, Peace Psychology and
Human Resource Management
X(e) Educational Psychology Human Resource Management, Child
Psychology and Gender Issues in Psychology.
 Curriculum and Courses for M.Sc. Applied Psychology (Annual System)
Part I & II

M.Sc. Applied Psychology (Part-I)

Paper-I: Schools & Perspectives in Psychology

Total Marks: 100
Course Objectives

The main objective of this course is to:

 familiarize the students with history and foundations of psychology and also to
familiarize them with different perspectives in Psychology.
 provide students a comprehensive understanding of theoretical basis of human
behavior i.e. basic concepts and application of major perspectives: Psychodynamic,
Behaviouristic, Cognitive, Humanistic, Existential, Gestalt and Islamic.

Course Outcome

At the completion of this course the students will be able to:

 understand the basic concepts and application of different perspectives enabling them
better understand explanation of human behavior as proposed by different
perspectives.
 apply theoretical knowledge about human behavior in the context of general and in
their area of specialization in particular.
 apply theoretical framework in their research projects

Course Contents

Schools of Psychology
Brief history of Psychology
Greek contribution
Muslim contribution
Structuralism
Functionalism

Introduction to Perspectives
Difference between Theory, Models and Perspective
Major assumptions, major contributors and basic concepts
Biological Perspective
Heredity
Genes and chromosomes
Endocrine glands

Psychodynamic Perspective
Classical Psychoanalysis (Freudian perspective)
Neo-Freudians (Jung, Adler, Horney, Erick Fromm, Sullivan, Hartmann)
Current psychodynamic perspective (Ego psychologists and interpersonal psychologists)

Behaviouristic Perspective
Classical Behaviorism (Pavlov, Watson)
Operant Conditioning (Thorndike, Skinner)
Social Learning (Bandura, Mahoney, Mischel)

Cognitive Perspective
Kelley’s Personal Construct Theory
Cognitive perspective by Aron Beck
Seligman's model of learned helplessness
Lazarus’ Perspective of Appraisal and Coping
Cognitive-behavioral perspective by Albert Ellis

Humanistic Perspective
Abraham Maslow
Carl Rogers

Existential Perspective
Thomas Szaz
Victor Frankel
R.D Lange

Gestalt Perspective
Wertheimer, Kohler, Koffka, Lewin, Fritz Perls

Socio-Cultural Perspective

Islamic Perspective in the light of Muslim Scholars’ contribution

Ibn e Sina, Ibn-e-Rushd, Al-Ghazali, Ashraf Ali Thanvi, etc

Current Status of Psychology in Pakistan

Recommended Books
Brennan, F. J. (2003). History and system of psychology. USA: Prentice Hall.
Campo, J. E. (2009). Encyclopedia of Islam. USA: Info base Publishing
Hergenhahn, B. R. (2008). An Introduction to the history of Psychology. (5th ed.). UK:
Cengage Learning
Leahy, T. A. (1998). History of modern psychology. (2nd ed.). New Jersey: Prentice Hall.
Pervin, L.A. (2003). The science of personality. (2nd ed.). UK: Oxford University press.
Schultz, D.P. & Schultz, S. E. (2007). A history of modern psychology. Orlando,
USA: Harcourt Brace College press.
Sharif, M. M. (1983). A history of Muslim philosophy. Germany: Alinger Hcmalrerlag, New
York: Harcourt Press.
Tavris, C. & Wade, C. (2001). Psychology in perspective. (3rd ed.). USA: Prentice Hall
Ymey, W. & King, D. B. (2003). A history of psychology: Ideas and context (3rd ed.).
Boston: Harcourt Press.
Paper-II: Research Methods an d R es ea r ch Designs

Total Marks : 100

Theory : 70
Practical Work and Viva Voce : 30
Course Objectives

This course aims to:

 familiarize students with major concepts of research methodology i.e. from
generating research idea to data collection, analysis and interpretation of findings.
 The course aims to develop scientific reasoning and understanding of link between
theory and empirical investigation.
 equip them with expertise of examining strengths and weaknesses of methodologies
drawn from qualitative and quantitative traditions.
 enable students make choices of appropriate methods to plan and execute research
projects.

Course Outcome

At the completion of the course the student will be able to:

 knowledge of research concepts and processes and they will be able to critically
evaluate different research methods.
 Make decisions and follow steps involved in designing and executing a research plan.
 Design, conduct, analyze and interpret findings of an empirical investigation.
 Read through and evaluate research papers in scientific journals
 Identify ethical concerns in a research study.

Course Contents

Introduction
Goals and Assumption of Scientific Methods
Scientific Method: Salient features
Limitations of the use of Scientific Method in Psychology
Types of Research: Basic & Applied: Qualitative & Quantitative
From theory to testable hypothesis
Variables and measurement

Sources of Research Ideas

Observation
Theory
Searching the literature
Personal Interest

How to Conduct Literature Review

Professional review
Literature review
Online literature search: Science Direct, Ebscohost, Blackwell-Synergy, Psychinfo,
Psycharticle, Medical Index, and other related data bases

Formulation of a Hypothesis
Importance of Hypothesis
Types of Hypothesis
Formulation of Hypothesis
Characteristics of a good Hypothesis

Research Process/Steps in Research

Formulating Problems Statement
Operational Definitions of Concepts, Variables and Constructs
Variables and Types of variables
Introduction and Review of Research Literature
Theoretical Framework

Quantitative Research Methods

Survey method
Experiments
Correlational studies

Qualitative Research Methods

Ethnographic studies
Case study
Grounded theory
Focus group
Interpretative phenomenology
Research Design
What is research design?
Purpose of research design

Quantitative Research Designs

Survey Designs
Nature, goals, and basic steps
Survey methods: Mail survey, personal interviews, telephone survey.
Survey research design types: Cross- sectional design; Successive independent samples
design; Longitudinal design

Experimental Research Designs

Experimental method: Control and variability, logic, characteristics.
Independent measures designs/ between group design
Alternative independent group design
Methodological issues: Individual differences; assigning conditions
Repeated measures designs/ within group design
Quasi – Experimental designs
Retrospective/ Ex Post Facto Design
Prospective Quasi- Experimental design
Time Series Designs
Event- Specific Alignment Designs
Twin Studies and Adoption Studies

Factorial Designs
Small N Designs
Classical, After- Only, Before- After No Control Group, Crossover, Solomon Four- group,
Single case Design

Sampling Methods
Selecting Research Participants
Sample Planning
Define the population and sample
Probability Sampling Methods: Simple random sampling, Systematic random sampling,
Stratified random sampling, Cluster sampling
Non-probability Sampling Methods: Quota sampling, Snow ball sampling, Purposive,
sampling, Convenience sampling

Ethics in Psychological Research

APA Ethical Guidelines for Research with Humans
Ethics in planning research
Ethics in execution of research: Informed consent, Deception, Coercion,
Anonymity, Risk assessment, Debriefing
Ethics in Writing and Publishing: Plagiarism, reporting results, credit of authorship, Copyrights

Research Report Writing & Publishing Research

The structure of a research report based on APA standards: Title page, abstract, introduction,
review of relevant literature, method, results, discussion, references and citation

Recommended Books
American Psychological Association (2001, 2010). Publication manual of the American
psychological association (6thed.). Authors
Bandyard, P., & Grason, A. (2000). Introducing psychological research (2nded). New York:
Palgrave.
Breakwell, G. M. (2012). Research methods in psychology (4th ed.). Los Angeles: Sage.
Bryman, A. (2011). Quantitative data analysis with IBM SPSS 17, 18 and 19. London:
Routledge.
Coakes, S. J. (2010). SPSS version 17.0 for windows. Australia: John Wiley & Sons.
Cooper, H. (2010). Research synthesis and meta analysis (4th ed.). Los Angeles: Sage.
Creswell, J. (2008). Research design: Qualitative, quantitative, and mixed methods approach.
UK: Sage Publications
Devellis, R. F. (2012). Scale development (3rd ed.). Los Angeles: Sage.
Edmonds, W.,&Kennedy, T. (2013).An applied reference guide to research designs:
 Quantitative, qualitative, and mixed methods. UK: Sage Publications
Evans, A. N. (2011). Methods in psychological research (2nd ed.). Los Angeles: Sage.
Flick, U. (2011). Introducing research methodology. Los Angeles: Sage.
Gelfand, H. (2010). Mastering APA style (6th ed.). Los Angeles: Sage.
Goodwin, C. J. (2002). Research in psychology: Methods and design. (3rd ed.). New York: John
Wiley & Sons.
Gravetter, F. J., & Wallnau, L. B (2003). Research methods for the behavioral sciences.
USA:
Thomson Wadsworth.
Kerlihger, F. N. (1992). Foundations of behavioral research (2nded.). New York: Holt
Rinehart & Winston Inc.
Malhomes, V. (2010). Applied research in child and adolescent development. NY:
Psychology Press
Mcbride, D. M. (2013). The process of research in psychology (2nd ed.). Los Angeles: Sage.
Mc Burney, D. H. (1998). Research methods (4th ed.). Pacific Grove: Brooks/Cole
Publishing Company.
Mook, D. G. (2001). Psychological research: The ideas behind the methods. New York. John
Wiley & Sons.
Nachmias, C.F. & Nachmias, D. (1992). Research Methods in the social sciences (4th ed.).
London: St. Martin’s Press, Inc.
Nestor, P. G. (2012). Research methods in psychology. Los Angless: Sage
Nestor, P., & Schutt, R. (2012). Research methods in psychology: Investigating human
behavior. USA: Sage Publication.
Ray, W. J. (2000). Methods toward a Science of Behavior and Experience (6thed), U.S.A:
Wadsworth Thomson Learning.
Reis, H. T. & Judd, C.M. (2000). Handbook of Research Methods in Social and Personality
Psychology. United Kingdom, Cambridge University Press.
Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2005). Research methods in
psychology (5th ed.). Singapore: McGraw-Hill.
Silverman, D. (2011). Interpreting qualitative data (4th ed.). Los Angeles: Sage.
Silverman, D. (2011). Qualitative research (3rd ed.). Los Angeles: Sage.
Stangor, C. (2011). Research methods for the behavioral sciences (4th ed.). Australia:
WADSWORTH.
Willig, C. (2010). Introducing qualitative research in psychology (2nd ed.). New Delhi: Tata
McGraw Hill.

Group Research and Viva Voce Marks 30

In addition to prepare a portfolio on exercises on different steps on research, a group of 3-4

students will conduct a mini research project based on quantitative methodology. The
supervisor should ensure that student has independently done the work. The students will be
orall y examined for the work they have done.
Paper-III: Psychological Assessment

Total Marks : 100

Theory : 70
Practical work and Viva Voce : 30
Course Objectives

 The objective of this course is to provide students knowledge about test construction, types
and purpose of psychological testing, psychometric properties of psychological tests
 To enable students understand rational, administration, scoring and interpretation of
psychological tests

Course Outcome

At the completion of this course the students will be able to:

 demonstrate theoretical and practical knowledge of psychological testing and test
construction.
 administer, score and interpret results of different psychological tests

Course Contents

Psychological Assessment
Definition and nature of psychological assessment
Uses and types of psychological assessment
Psychological test and assessment
Explain how to plan an assessment
Types of Assessment: Informal assessment—interviewing, observations, mental status
examination, peer and self-evaluation; Formal Assessment—Standardized tests/ norm-
referenced tests
Ethical, legal and professional issues in assessment

Test Construction and Standardization

Different taxonomies of test development
Types of items
General guidelines for writing items
Item writing and item analysis
Approaches of item writing
Types of item analysis
Item difficulty index, item discrimination index
Item response theory, item characteristics curve
Test translation and adaptation
MAPI guidelines for test translation

Characteristics of a Test
Reliability
Concept of reliability
Types and measurement of reliability
Standard error of measurement

Validity
Meaning and purpose
Types and assessment of validity
Standard error of estimate

Test Norms
Definition and types of norms
Development of norms
Within group norms
Norm referenced test vs. criterion reference tests

Types of Testing

Ability testing
Intelligence – Nature and meaning/different view points
Types of intelligence tests: Stanford Binet Intelligence Scale, Wechsler Adult Intelligence
Scale
Raven’ Progressive matrices
Aptitude tests

Personality Testing

Objective Personality Testing

Minnesota Multiphase Personality Inventory (MMPI)
Sixteen Personality factors Questionnaire (16PF)
The Big Five Personality Traits
Eysenck Personality Questionnaire

Projective Techniques
Thematic Apperception Test (TAT)
Rorschach Inkblot Test
House Tree Person (HTP)
Sentence Completion Tests

Neuropsychological and Diagnostic Testing

Introduction to neuropsychological assessment
Types of neuropsychological tests: Halsted Battery, Luria Nebraska Battery, Dysexecutive
Functioning test, Neurological Functioning inventory, Wisconsin Card sorting technique.
Assessing psychiatric conditions, anxiety, depression, OCD

Application of Testing
Testing in Clinical Settings
Testing in Counseling settings
Testing in Educational Settings
Testing in Organizational Settings
Group vs. individual tests

Recommended Books
Aiken, L. R. & Groth-Marnat, G. (2006).Psychological testing and assessment. UK: Allyn &
Bacon, Inc
Anastasi, A. (2010). Psychological testing (7th ed.). New Delhi: PHI Learning.
Cohen, R.J., & Swerdlik, M.E. (2005).Psychological testing and assessment. (6thed.). New
York: McGraw-Hill
DeGregorio, R.A. (2007). New developments in psychological testing. NY: Nova Publishers
Domino, G. & Domino, M.L. ( 2006). Psychological testing: An introduction. (2nded.). UK:
Cambridge University Press
Edward, S. N. & Fawcet, C. R. (2010).Essentials of testing &assessment. USA: Brooks
/Cole
Goldfinger, K. (2010). Psychological assessment and report writing. Los Angeles: Sage
Groth-Marnat, G. (2003). Handbook of psychological assessment. UK: John Wiley & Sons
Loewenthal, K. M. (2001). An introduction to psychological tests and scales. USA:
Psychology Press
Neukrug, E. S. (2010). Essentials of testing and assessment (2nd ed.). Australia: Brooks
/Cole.
Teglasi, H. (2010). Essentials of TAT and other storytelling assessments (2nd ed.). NJ: John
Wiley and Sons.

Psychological Assessment Practical

Course Objectives

 This course will provide hand on experience of constructing an achievement test, and
determine its psychometric properties.
 The course also aims to provide students practical experience of administration,
scoring, interpreting and writing report following code of ethics.

Course Outcome

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

 develop a test, standardize it and to determine its psychometric properties.
 Prepare complete profile of self and of another individual after administrating a
complete test battery.
 Consult test manuals and follow instructions for administration, scoring and report
writing

Course Contents

1. Construction of an achievement test (objective type, MCQs): school level

 2. Administration of one test from each category i.e. aptitude, personality, ability,
adjustment (self and other)
3. Writing report

Practicum & Viva Voce Marks 30

Construction of 25 objective test items, a dm i ni st r a t i o n of test, performing item

analysis and determining reliability and validity of test
Self-administration/ administration, scoring and interpretation of above listed types of
tests in each of the following categories: Personality test (NEO-FFI, 16PF, TAT, RISB,
RPM)
Intelligence test and an achievement test.
Test translation and adaptation
Each student will prepare a portfolio of the following and evaluation will be carried out by an
external examiner on the basis of portfolio and viva voce
Paper-IV: Abnormal Psychology

Total Marks: 100

Course Objectives

The course aims to familiarize the students with:

 basic concepts of Abnormal Psychology; about historical development and current
status of abnormal Psychology; main systems of classification and diagnosis,
symptomology, diagnostic criteria and etiological factors of different psychological
disorders.

Course Outcome

At the completion of the course the students will be able to:

 Become acquainted with the use of the DSM - IV - TR for making 5-axial
diagnosis and will also be able to make differential diagnosis.
 Examine clinical manifestations, epidemiology, etiology, treatment, course and
prognosis of selected disorders.
 identify physical / organic problems that can cause or exacerbate emotional and
interpersonal problems.

Course Contents

Introduction to Abnormal Psychology

Criteria of normality and abnormality
Diagnostic classification system-DSM & ICD

History of Abnormal Psychology

Dark ages &demonology
Greeks & Romans
Middle ages
Renaissance
Nineteenth & twentieth centuries
Current status and controversies
Significant developments & achievements

Psychopathology
Neurodevelopmental disorders
Schizophrenia spectrum and other psychotic disorders
Bipolar and related disorders
Depressive disorders
Anxiety disorders
Obsessive compulsive and related disorders
Trauma and stressor related disorders
Dissociative disorder
Somatic symptoms and related disorders
Feeding and Eating disorders
Elimination disorder
Sleep-wake disorders
Sexual dysfunctions
Gender dysphoria
Disruptive impulse control and conduct disorders
Substance related and addictive disorders
Neuro-cognitive disorders
Personality disorders
Paraphilic disorders
Other Mental disorders
Medication induced movement disorder and other adverse effect of medication
Other conditions that may be a focus of clinical attention

Recommended Books
American Psychological Association.(2013). Diagnostic and statistical manual of mental
disorders V. Author.
Barlow, D. H. (2012).Abnormal psychology (6th ed.). Australia: Wadsworth.
Barlow, D. H. (2010).Textbook of abnormal psychology. Australia: Cengage Learning.
Barlow, D.H. (2001).Abnormal psychology: An integrative approach (3rd ed.). USA:
Wadsworth Publishing.
Blaney, M. T. & Davis, P. H.(1999). Oxford textbook of psychopathology. Open University
press.
Butcher, J., Mineka, S., Hooley, J.M. (2003).Abnormal psychology. (12th ed.). USA: Pearson
Allyn& Bacon.
Carlson, R. C, Butcher, J. N. & Mineka, S. (1998). Abnormal psychology and modern
life.USA: Pearson Allyn & Bacon.
Comer, R. J. (2011). Fundamentals of abnormal psychology, (6thed.). New York. Wards
Worth Publishers.
Davison, G. C & Neale, J. M.(2001). Abnormal psychology,(8th ed.). UK: John Wiley and
Sons.
Durand, V. M. (2010). Essentials of abnormal psychology (5th ed.). Australia: Wadsworth.
Isabel, A. J. (2013). Textbook of abnormal psychology. New Delhi: Random Export.
Kring, A. M. (2010). Abnormal psychology (11th ed.). UK: John Wiley and Sons.
Levak, R. W. (2011). Therapeutic feedback with the MMPI-2. NY: Routledge.
Mash, E. J. (2010).Abnormal child psychology (4th ed.). Australia: Wadsworth.
Paper-V: Statistics in Psychology

Total Marks: 100

Course Objectives

 This course is designed to train the students in theoretical as well as applied statistics
with particular reference to psychology. The statistical analysis is a very essential part
of psychological research and students need to have a grasp over the concepts,
theoretical rational of use of certain statistical analysis and also to learn to carry out
these analyses.

Course Outcome

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

 understand types of statistics and apply appropriate statistics keeping in view the type
of data
 apply statistical techniques for data analysis in accordance with objectives and
hypotheses being formulated in research.

Course Contents

Introduction
Defining statistics
Importance of statistics in Psychology
Descriptive statistics and graphic representation of data
Data: Types of data
Frequency distribution: Cumulative frequency distribution
Histogram, Polygon, Pictograph, Bar Diagram, Pie Chart
Measures of central tendency
Measures of dispersion
Mean, Mode, and Median
Range, Mean Deviation, Quartile Deviation, Variance, and Standard Deviation

Normal & Binomial Distribution

Normal distribution: Its properties and application.
Binomial distribution: Its properties and application.

Sampling Distributions and related concepts

Introduction, sample design and sampling frame, bias, sampling and non-sampling errors,
sampling with and without replacement, Determining sample size, Sampling distributions for
single mean and proportion, Difference of means and proportions.

Testing Hypotheses

Inferential Statistics
Basic assumptions / rationale and when to use which inferential statistic
Critical Region, One Tailed & Two Tailed Tests
Type One and Type Two (I & II) Errors, Level of Significance: concept of alpha and P value
Parametric Statistics
Rationale and basic considerations/ assumptions
z-test, t-test analysis: Independent sample, paired sample, one sample
Analysis of Variance: One way ANOVA, Two Way ANOVA
Correlation, Regression: Linear Regression, Multiple Regression
Non Parametric Statistics
Rationale and basic considerations/ assumptions
Spearman's Rank Order Correlation, Chi Square Test (Goodness of Fit, Test of Association)
Wilcoxan test, Mann Whitney test, Sign test, Kruskal Wallis

Recommended Books
Alder, H.L. & Accsstes, E. B. (1999).Introduction to probability and statistics. San
Francisco: Froeman and Company.
Boslaugh, S., & Watters, P. A. (2008).Statistics in a nutshell: A desktop quick reference.UK:
O'Reilly Media.
Casella, G., & Berger, R. L. (2002).Statistical inferences (2nd ed.). Australia: Thomson
Learning
Corder, G. W. (2009). Nonparametric statistics for non-statisticians. London: Wiley.
Downic, N. M. & Heath, R.W. (1990). Basic statistical methods. New York: Harcourt Brace
& Jakanovich
Gravetter, F. J., & Walliam, L. B. (2000). Statistics for the behavioral sciences (5th ed.).
Australia: Wadsworth Thomson Learning
Howell, D.(2002). Statistical methods for psychology (5th ed.).Singapore: Luxury Press.
King, B.M., Minimum, E.W. (2009). Statistical reasoning in psychology and
education(3rded.).New York: John Wiley & Sons, Inc.
Klotz, J. H. (2006). A computational approach to statistics. UK: Wisconsin
Mangel, S. K. (2004). Statistics in psychology and education (2nd ed.). India; Prentice-Hall
of India Pvt. Limited
McClane, J. T. (2000). A first course in statistics (7th ed.). USA: Prentice Hall
Moore, D. S., & McCabe, G. P. (1998). Introduction to the practice of statistics (3rd
ed.).New York: Longmans.
Muhammad, F. (2005). Statistical methods and data analysis. Pakistan: Kitab Markaz
Neave, H. R. (2011). Statistical tables: For mathematicians, engineers, economists, and the
behavioral and management sciences (2nd ed.). New York: George Allen & Unwin
Pelosi, M. K., & Sandifer, T. M. (2003). Elementary statistics. USA: John Wiley & Sons,
Inc.
Sinha, B. J. (2000). Encyclopedia of statistics, psychology and education. New Jersey:
Anmol Terry Sircich Upper Saddle River
Tabachnick, B. G. (2013). Using multivariate statistics (6th ed.). Boston: Pearson.
Winer, S. B. (1990).Statistical principles in experimental design. NY: McGraw Hill Book
Company.
Paper-VI: Computer Usage and SPSS

Total Marks : 100

Theory : 50
Practical and Viva Voce : 50

Course Objectives:
This course is designed in view of the application of Computers in wide range of areas. This
Course would familiarize students with basics of Computer. The Course will cover
introduction to Computer Hardware and Software related to Psychology. After having
completed this Course Students would be able to use Widow Software such as MS Office
including MS Word, MS Excel, MS PowerPoint and SPSS to analyze data.

Course Contents:
Introduction to Computers.
History of Computer Development.
Uses and Limitations.
Basic Units of Personal Computers.

Introduction to Windows.
Why Windows?
Basic features of Windows 95/98.
Starting up.
Using Applications.
Managing Files and Folders.
Managing the Desktop.
Changing Settings.

Introduction to MS Word
Basic features of MS Word.
Tying, editing, formatting test.
Saving and printing.
Making Tables in Word.

Introduction to MS Excel
Basic features.
Everyday Worksheet Tasks.
Creating and Formatting Charts.
Printing Worksheet.

Introduction to MS PowerPoint
Basic features.
Everyday Tasks.
Preparing presentations

Doing Online Literature Search

Using search Engines: Yahoo, Google, .Aha Vista
Using data bases: Science direct, Ebsco Host, Black Synergy, Psychinfo, Medical Index etc.
How to make online search effective?

Introduction to Statistical Package for Social Sciences (SPSS)

Basic features of SPSS
Preparing Data for entering in SPSS
Preparing variable view file
Entering statistical data in data view file
Computing and recoding techniques
Calculating descriptive statistics (Including Mean, Median, Mode and Standard deviation)
Computing differences between two Means by t-test (Independent and matched samples)
Computing differences between Multiple Group using F-test (One-Way ANOVA)
Computing relationship between variables (Correlation)
Regression Analysis
Non parametric statistics
The process and interpretation of SPSS output in form of table and graph as per APA format.

Instructional Aid Resources

Computer Lab, Multimedia, SPSS software, Reference books and research Articles.

Practical and Viva Voce

Paper will be set by an external examiner. Students will be given exercises to carry out
analysis using SPSS Program on computer and interpret its output. Students will be orally
examined on then' practical work during viva voce examination from computer as well as
SPSS.

Recommended Books
Bryman, A. (2011). Quantitative data analysis with IBM SPSS 17, 18 and 19. London:
Routledge.
Coakes, S. J. (2010). SPSS version 17.0 for windows. Australia: John Wiley & Sons.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Los Angeles: Sage.
Gelfand, H. (2010). Mastering APA style (6th ed.). Los Angeles: Sage.
Kinear, P. & Gray, C. D. (1994).SPSS for windows made simple. Hove, East Sussex:
Erlbaum Publishers.
Kinnear, P. R. (2010). IBM SPSS statistics 18 made simple. New York: Psychology press.
Maran, R. (1995). Windows 95 simplified. Foster City, C.A: IDG Books Worldwide, Inc.
Maran, R., & Wing, K. (1997).Teach yourself word 97. Foster City, C.A: IDG Books
worldwide, Inc.
Nelson, K.Y. (1996). Windows 95 is driving me crazy. Berkeley, CA: Peach pitPress.
Person, R. (1993).Using Excel Version 5 for windows. Indianapolis: Que Corporation.
Rajathi, A., & Chandren, P. (2010).SPSS for you. India: MJM Publisher
M.Sc. Applied Psychology (Part-II)

Paper-VII: Biological Basis of Behaviour

Total Marks : 100
Theory : 70
Practical Work & Viva Voce : 30
Course Objectives

This course will cover the underlying biological basis of human behavior including Brain
and Glands. It is designed to be an introductory course focusing on the relationship between
the nervous system, structure and function of brain, glandular system and human behavior
as well as implications of glands and nervous system in psychiatric disorders.

Course Outcome

It is expected that after completion of this course:

the student will possess a good understanding of structure and function of brain, different
parts of nervous system, neurochemistry, hormones. The students will be able to understand
the link between biological factors underlying human behavior and disorders. It is designed
to be an introductory course focusing on the relationship between the nervous system and
behavior.

Course Contents

Introduction
Brief historical background,
Current trends in the field of Behavioral neuroscience
Contribution of various areas and related disciplines

Structure and Function of Nervous System

Neurons and Glial cells
The neuron: neuronal characteristics, types, transmission and communication systems.
Neuro anatomical directional terms and planes of reference
Structures of Nervous System
The central nervous system: Fore brain, mid brain, hind brain, Spinal cord,
Peripheral nervous system
Autonomic nervous system

Methods of studying the nervous system

Brain Scans: MRI, FMRI, EEG, PET, CT Scan

Neurochemistry
Characteristics of neurotransmitters, neuromodulators and neuro Hormones
Major neurotransmitters
Dopamine
Nor epinephrine
Serotonin
Acetylcholine
GABA
Glycine, Peptides (opiates)

Glands
Endocrine glands: type of gland,
Function of glands
Effect of hormones on human behaviour

Brain and Behaviour

Motivation
Homeostasis
Involvement of brain and neurotransmitters in motivational behavior
Aggression
Sleep and circadian rhythms (types and basic function)
Eating behaviour
Weight, Glucose, & Metabolic Regulation

Emotions
Hormonal changes in emotion
Involvement of brain in emotions

Memory and Amnesia

Involvement of brain in memory
Memory disorders (Korsakov, Alzheimer’s, Parkinson diseases etc.)

Communication
Factors in the development of speech
Speech abnormalities, speech disorders
Brain areas in speech

Neurological Disorders
Epilepsy, Cerebral Palsy, Multiple Sclerosis.
Psychiatric disorders with organic/ biochemical etiology: Mood Disorder, Anxiety Disorders,
and Schizophrenia, Mental Retardation.

Brain Damage
Causes of brain damage: CVA, Head injury, Infections
Psychological implications of brain damage

Clinical Neuropsychology
Introduction to Neuropsychology
Role of a Neuropsychologist
Neuropsychological assessment techniques
Recommended Books
Beatty, J. (2000).The human brain-essentials of behavioral neuroscience. University of
California: Sage Publications, Inc.
Beaumont, G. (1990). Understanding Neuropsychology, OUP.
Carlson, N. R. (2005). Foundation of physiological psychology (6th ed.). UK: Allyn and
Bacon.
Greenwood. (1997). Neuro-psychological rehabilitation, USA: Psychology Press.
Kalat, J. W. (2001). Biological psychology (7th ed.).USA: Woodsworth.
Pinel, J. P. (2006). Biopsychology (6th ed.). UK: Allyn and Bacon.
Smock, T. (1999). Physiological psychology. USA: Prentice-Hall.
Squire, L. (1990).Neuropsychology of Memory, Guilford Press, USA.
Watson, N.V.et al (2007).Biological psychology. (5th ed.). UK: Sinaver Associates.
Wilson, B. ( 1999). Neuropsychological rehabilitation. UK: Oxford University Press.
Pinel, J. (1997). Bio-Psychology, 3rd Edition, Allyn& Bacon.
Pincus, J. (1985). Behavioural Neurology, OUP.

Biological Basis of Behaviour Practical

Course Objectives

This course will cover the underlying biological basis of human behavior including Brain
and Glands. It is designed to be an introductory course focusing on the relationship between
the nervous system, structure and function of brain, glandular system and human behavior
as well as implications of glands and nervous system in psychiatric disorders.

Course Outcome

It is expected that after completion of this course:

 The student will possess a good understanding of structure and function of brain,
different parts of nervous system, neurochemistry, hormones.
 The students will be able to understand the link between biological factors underlying
human behavior and disorders. It is designed to be an introductory course focusing on
the relationship between the nervous system and behavior.

Course Contents

Experiments
Basic Neuro-anatomical directional terms and planes of reference
Dissection of Ruminant Brain
Physiological changes during stress

Administration of tests and report writing of at least three patients suffering from Psycho-
Physiological and Neurological disorders
Test report for each test should include one on a normal person and another on a patient
suffering from any neurological disorder: Brain Tumor, Epilepsy, Cerebral Palsy, Mental
Retardation etc.

Recommended Books
Beatty, J. (2000).The human brain- essentials of behavior alncuro science. University of
California: Sage publication, Inc.
Smock, T. (1999/Physiological psychology, USA: Prentice Hall.
Squire, L. (1990).Neuropsychology of memory. USA: Guilford press.

Journals
The Neuroscientist
Reviews at the Interface of basic and Clinical Neurosciences. Behavioral and Cognitive
neuroscience Reviews, Indiana University.
Paper-VIII: Experimental Psychology

Total Marks: 100

Theory : 70
Practical Work & Viva Voce: 30

Course Objectives

 to provide conceptual understanding of experimental psychology and acquaint them

with latest research in the areas of learning, perception, and memory; to develop an
experimental/investigative approach among students

Course Outcome

At the completion of the course the student will be able to:

 design, conduct and report lab experiments both on human participants.

Course Contents

Introduction to Experimental Psychology

An overview of experimental psychology
Experimental report writing

Psychophysics
Importance of psychophysics
Psychophysical methods
Theory of signal detection

Sensation
The five senses: vision, hearing and other senses.
Psychophysics: Absolute threshold, signal detection theory, just noticeable differences and
sensory adaptation.
Methods of measurement

Perception
Definition of perception, relationship of perception and sensation, learning and socio cultural
factors in perception.
Perceptual organization, the Gestalt Laws of organization
Depth perception, perception of movement
Perceptual illusions. Perception of time

Cognitive processes/ Thinking

Reasoning & decision-making
Problem solving & creative thinking
Information processing, executive functioning, multi-tasking
Learning and Conditioning
Definition of learning, Difference between learning, instinctive behavior, habituation and
sensitization
Classical conditioning: Pavlovian or Classical Conditioning: the nature and acquisition of
classically conditioned responses (CR), Maintenance and extinction of classically
conditioned responses, Factors in classical conditioning, theories of conditioning, Secondary
conditioning, generalization, Application of classical conditioning.
Operant conditioning: Thorndike’s law of effect, the basis of operant conditioning:
acquisition, nature and schedules of reinforcement, generalization and discrimination,
extinction & Partial Reinforcement Effect (PRE)
Factors, theories, and application of operant conditioning

Memory
Defining memory, Sensory memory, short-term memory, long-term memory, measurement
of memory and forgetting
Current Research on memory
Reconstruction of memory

Motivation
Theories of motivation by Helson and Atkinson

Designing an Experiment

Recommended Books
Boring, E. (2007). History of experimental psychology. India: Cosmo Publications
Broadbent, D. E ( 1998). Perception and communication. (2nd ed.). London: Pergamon
press.
Carter, P. & Russell, K. (2012).Ultimate IQ tests (2nd ed.).USA: Viva Books
Chance, P. (2003). Learning and behavior (5th ed.). Belmont, CA: Thomson Wadsworth.
Goldstein, F. (1995).Sensation and perception. NY: McGraw Hill..
Kimble, G. (1994). A new formula for behaviorism. Psychological Review, 1994, 101, 254-
258.
Leahay, J. (1998). Learning and cognition. New York: Willey series in psychology.
Matlin, P. (1998). Cognition.UK: Routledge and Kagan Paul.
Osgood, C. F. (1995). Methods and theory in experimental psychology. New York: Oxford.
University Press.
Postman, L. & Egan, J.P. (2007).Experimental psychology: An introduction. India: CBS
Publishers & Distributors.
Stevens, S. S. (1998).Handbook of experimental psychology. London: John Wiley.
Watson, J. B. (1994). Reprint of psychology as behaviorist views it. Psychological Review,
101, 248-253.
Lab Experiments

Course Objective

To train students in designing, conducting and reporting lab experiments both on human and
animal subjects;

Course Contents

The students should be required to do at least 10 experiments. New experiments can be

designed as new evidence from research comes in. Classical experiments can be replicated.

Conditioning Experiments with Pigeons

Shaping
Discrimination
Schedules of reinforcement
Extinction and spontaneous recovery
Rate of responding as a function of motivation

Human learning, memory and Cognition

Learned helplessness
Encoding techniques/Mnemonics
Emotional conditioning
Problem solving

Hearing/auditory threshold
Reaction time
Taste and smell (experiments should be designed by the instructor)
Cutaneous senses (two-point touch threshold)
Weber’s Law

Auditory memory span for digits

Level of aspiration as a result of achievement
Zeigarnikeffect(with non-sense syllables)
Incidental learning versus intentional learning (with non-sense syllables)

Practical Work and Viva-Voce

The students have to perform various experiments and have to write report.

EXPERIMENTS LIST

1. EXPERIMENT: The Color-Distance Illusion

2. EXPERIMENT: The effect of percentage of reward on resistance to extinction
3. EXPEIMENT: Effectiveness of Reading & listening
4. EXPERIMENT: Incubation in problem solving.
5. EXPERIMENT: Role of motivation and emotion play in intellectual performance
6. EXPREIMENT: Effect of the presence of other people on an individual’s
performance on a task.
7. EXPERIMENT: Psychological harm caused due to noise
8. EXPERIMENT: Role of Technology on interpersonal relationship

Recommended Books
Ashcraft,M. (1998)Fundamentals of-cognition. NY; Longman Publishing Co.
Broaclbent, D. E. (2001).Perception and communication.(2nded.). London: Pergamon press.
Chance, P. (1987).Learning and behavior. New jersey: Wordsworth Publishing Company.
Coren, M. (1988).Perception. New York: McMillan Publishing Co.
Deese, J. and Hulse, S.H. (1975) The psychology of learning. New York: McGraw Hill.
Goldstein, F. (1995).Sensation and perception. McGraw Hill, New York.
Hilgard, E. R. & C.H. (I995).Theories of learning. New York: Appleton Century Craft.
Kantowitz, B.L. & Elmes, D.G.( 2001). Experimental Psychology. (7thed.). Canada:
Wadsworth.
Leahay, J. (1998). Learning and cognition. New York: Wiley series in Psychology.
Martin, D. W. (1996). Doing psychology experiments, (5th ed.). Monterey, CA: Brooks/Cole.
Sternberg, R. J. (2003). Cognitive psychology. (3thed.) Belmont, CA: Wadsworth/Thomson
Learning.
Special lectures, Video sessions.
Paper-IX: Social Psychology Total Marks : 100

Course Objectives
 The course will develop an insight in students about how people think, perceive and
relate to others.
 This will help in developing an understanding of the concepts related to self and how
self-functions in social world.
 This will also enable students to think critically about social processes, influences,
relations and attitudes.
 The course emphasizes on the understanding of application of Social Psychology
concepts in the real life settings.

Course Outcome
After completion of the course the student will be able to:
 think critically about social processes, influences, relations and attitudes.
 understand the application of Social Psychology concepts in the real world.

Course Contents
Nature and Scope of Social Psychology
What is social psychology?
Social psychology and allied disciplines
Brief history of social psychology
Current trends in social psychology
Research in Social Psychology
Descriptive research
Correlational research
Experimental research
Surveys and interviews
Content analysis and cross-cultural studies
Self in a Social World
Concept of self in social psychology
Components of self: Why they are essential and its relationship to other personality
constructs and processes
Self-esteem, Self-presentation, Self-awareness, Self-efficacy, Self-conscious emotions, guilt,
shame and embarrassment
Social Perception
Social cognition; person schemas, roles and scripts
Impression formation; Stereotypes
Attribution; Bias in attribution, Research in attribution
Altruism and Aggression
Altruism: The motivation to help
Factors, rewards and costs of helping
Aggression: The motivation to harm
Frustration and aggression: Other views
Threatened self-esteem and aggression
Controlling and socializing for non-aggressive ways of conflict resolution

Behaviour and Attitudes

Attitude formation
Prejudice, stereotypes and discrimination
Attitude change
Cognitive dissonance
Persuasive communication
Measurement of attitudes

Social Influence and Group Behavior

Nature of groups, group polarization
De-individuation, group cohesiveness, productivity and decision making,
Conformity, obedience and deviance, cultural and social norms
Leadership: Effective leadership
Theories of leadership

Social Psychology in Action

Social psychology entering: Health Psychology, Environmental Psychology, Legal Affairs
Organizational Psychology, Peace and conflict
Current Status of Social Psychology
Role of Media

Recommended Books
Baron ,R. A., & Byrne, D. (1997).Social psychology.(12th ed.). Boston: Allyn & Bacon
Baron, R. A., Branscombe, N. R., & Byrne, D. (2009).Social psychology (12th ed.). Boston,
MA: Pearson/Allyn and Bacon.
Baumeister, R. F. (1999). Self in social psychology. USA: Taylor & Francis.
Crisp, R. J. (2010).Essential social psychology (2nd ed.). Los Angeles: Sage.
Edi., D. C. (2011). Theories in social psychology. UK: Wiley-Blackwell.
Edi., R. F. B. (2010). Advanced social psychology NY: Oxford University Press.
Franzoi, S. L. (2008). Social psychology (5th ed.). New York: McGraw-Hill.
Healey, J. F. (2010). Exploring social issues. Los Angeles: Sage.
Horowitz, L. M. (2011). Handbook of interpersonal psychology. UK: John Wiley & Sons.
Kassin, S. (2011).Social psychology (8th ed.). Wadsworth: Wadsworth.
Knapp, H. (2010). Introduction to social work practice. Los Angeles: Sage.
Myers, D. G. (1996).Social psychology. NewYork: McGraw Hill Book Company.
Myers, D. G. (2012).Social psychology (11th ed.). New York: McGraw-Hill.
Taylor, S. E., Peplau, A. L., & Sears, D. O. (2006).Social psychology (12th ed.). Englewood
Cliffs, NJ: Prentice Hall.
Area of Specialization: Students will have to opt any one of the following courses as an
Area of Specialization:

Paper-X(a): Counseling Psychology

Total Marks : 100

Course Objectives

 To provide students adequate knowledge of the concepts and theoretical models of

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

Course Outcome

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

 use basic counseling concepts, and professional ethics in real life setting.

Course Contents

Introduction to Counseling
Definition of counseling
The development of counseling as a distinct profession
Goals of counseling
Currents trends and future directions
Distinction between guidance, counseling, psychotherapy, and allied fields

On Becoming a Counselor
Characteristics of effective counselors
Role &responsibilities of a counselor
Personal values in counseling
The basis and importance of theory in counseling

Building a Counseling Relationship

Definition and description of therapeutic alliance
Factors that influence the counseling process: Structure, Initiative, Physical setting, Client
qualities
Counseling relationship: The core conditions, Genuineness, Unconditional positive regard,
Empathic understanding, Concreteness

Working in Counseling Relationship

Counselor skills in the understanding and action phases
Changing perceptions, Leading, Immediacy, Multi-focused responding, Accurate empathy,
Self-disclosure, Humor, Confrontation, Transference and counter transference

Termination of Counseling Relationship

Function of termination
The process of termination
Timing of termination
Issues of termination

Ethical and Legal aspects of Counseling

Ethics, morality and law
Professional code of ethics and standards
Making ethical decisions
Multiple relations in counseling
Working with a counselor engaged in unethical practices
Civil and criminal liability
Legal issues with minors
Client’s rights and records
Counselor in court

Core Counseling Activities

Groups in counseling
Consultation
Evaluation and research
Testing, assessment and diagnosis

The Nature and Importance of Assessment in Counseling

Why assessment
The process of assessment

The Assessment Interview

Interviewing essentials and techniques
The physical arrangements, Rapport, Communication

Types of Initial Interviews

Client versus counselor initiated interview
Information oriented interview
Relationship oriented interviews

Identification of goals
Types of interview: The intake interviews; the case-history interview; the crisis interview; the
diagnostic interview
Reliability and validity of interview data, error and bias in interviews
Mental Status Examination
Use of Tests in Counseling
Uses and purposes of tests in counseling
Intelligence test, Personality test, Aptitude test, Achievement test, Interest inventories
Test administration, scoring, interpretation and communication of test results

Counseling Techniques
Behavioral
Therapeutic process
Application: Techniques and procedures

Person Centered Counseling

Therapeutic process
Application: Techniques and procedures

Cognitive Behavioral Counseling

Rational-Emotive-Behavior-Therapy (REBT)
Therapeutic process
Application: Techniques and procedures
Beck’s cognitive therapy
Meichenbaum’s cognitive behavior modification

Existential Counseling
Therapeutic process
Application: Techniques and procedures

Counseling in Specific Settings

Marital and family counseling
Career counseling
School counseling
Counseling of elderly
Counseling people with special needs
Counseling in medical setting
Psychosocial First Aid
Crisis counseling

Recommended Books
Axelson, J. A. (1999). Counseling and development in a multicultural society. London:
Brooks/Cole Publishing Company.
Bergin, A. & Garfield, S. (1994). Hand book of psychotherapy and behavior change. UK:
John Wiley.
Capuzzi, D. & Gross, D. (1991).Introduction to counseling perspectives for the 1990’s.USA:
Allyn and Bacon.
Carroll, M., & Holloway, E. (1991).Counseling supervision in context. London: SAGE
publication Inc.
Corsini, R. (Latest edition). Current psychotherapies. Itasea: F.E: Peacock Publishers.
Davy, J., & Ellis, S. (2000). Counseling skills in palliative care. Buckingham: Open
University Press.
Druden, W. (1992).Hard-earned lessons from counseling in action: UK: Sage Publications.
Edi, C. F. (2012). The Sage handbook of counseling and psychotherapy (3rd ed.). Los
Angeles: Sage.
Edi, M. B. (2010). Understanding counseling and psychotherapy. UK: Sage.
Eisenbergy, S. & Delaney, D. (1978).The counseling process: Rand McNally Publications.
Geldard, K. (2010). Counseling adolescents (3rd ed.). Los Angeles: Sage.
Gilliland, B. E., & James, R. K. (1998).Theories and strategies in counseling and
psychotherapy. London: Allyn and Bacon.
Goldenberg, H., & Goldenberg, I. (2002).Counseling today’s families. (4th ed.). USA:
Brooks/Cole Publishing Company.
Hanser, J., Steric, R., &Warmer, R. H. (Latest ed.). Counseling theory and process. Boston:
Allyn and Bacon.
Hough, M. (2010).Counseling skills and theory (3rd ed.). UK: Hodder Education Korchin, S.
(Latest edition). Modern clinical psychology. NY: Basic Books company.
Nayak, A. K. (1997). Guidance and counseling. New Delhi: APH Publishing Corporation.
Nelson-Jones, R. (2011). Six key approaches to counseling and therapy (2nd ed.). NJ: John
Wiley & Sons.
Nelson-Jones, R. (2011). Theory and practice of counseling and therapy (5th ed.). Los
Angeles: Sage.
Nelson-Jones, R. (2012). Basic counseling skills (3rd ed.). Los Angeles: Sage.
Palmer, S., & McMahon, G. (2000).Handbook of counseling (2nd ed.). New York: British
Association for Counseling.
Synder, C. R. & Forsyth, D. (1991).Handbook of clinical and social psychology. USA:
Pergamon Press.
Timulak, L. (2011). Developing your counseling and psychotherapyskills and practice. Los
Angeles: Sage.
Yalon, I. D. (Latest edition). The theory and practice of group psychology. New York: Basic
Books Publishing Company.
Paper-X(b): Clinical Psychology Total Marks : 100

Course Objectives

 To provide students an opportunity to have theoretical as well as practical knowledge

of Clinical Psychology
 To help students gain an understanding of the diagnostic and assessment procedures
in Clinical Psychology
 To help students understand models and intervention techniques of Clinical
Psychology

Course Outcome

At the completion of the course, the student will be able to:

 differentiate Clinical Psychology with other fields
 understand the diagnostic and assessment procedures in Clinical Psychology
 understand models and intervention techniques used by a Clinical Psychologist

Course Contents

Introduction
Historical background
Allied fields: Counseling, Health Psychology, Neuropsychology
Characteristics of a clinical psychologist
Research in Clinical Psychology
Design in Clinical Research
Ethics in Clinical research
On Becoming a Clinical Psychologist
Characteristics of effective clinical psychologist
Role & responsibilities of a clinical psychologist
Personal values of clinical psychologist
Professional Ethics
Assessment in Clinical Settings
How to conduct clinical interview/ case history
Mental Status Examination
Diagnostic assessment: Use of tests, scales and inventories

Tests
The Wechsler Adult Intelligence Scale (WAIS)
Raven Progressive Matrices
The Rorschach
Thematic Apperception Test (TAT)
The Rotters Incomplete Sentence Blank (RISB)
The Bender-Gestalt Test (BGT)
The Hand test.
The Minnesota Multiphasic personality Inventory (MMPI).
Benton Visual Retention Test.
Scales/Checklists/Inventories
Neuropsych assessment: Stroop test, Card sorting, Tower test, NFI, Quick Neurological
Screening Test
Behavior Therapy
Introduction to behavior therapy
Operationally defining, observing and recording behavior
Functional analysis/ABC model
Introduction, rationale, procedure, clinical applications and demonstration of behavior
techniques: Reinforcement, Differential reinforcement, Chaining, Shaping, Prompting and
fading, Modeling, Extinction, Punishment, Stimulus control / discrimination and
generalization; Token economy; activity schedule ,graded task assignment, Relaxation
exercise, Thought stopping, systematic desensitization, Assertiveness training, Exposure
therapy, Covert assertion, Covert sensitization
Cognitive Behaviour Therapy
a) cognitive Therapy—Introduction to cognitive behaviour therapy, Basic principles in
cognitive behavior therapy, Techniques of cognitive behaviour therapy

b) Rational Emotive Behaviour Therapy—Introduction to Rational Emotive Behavior

Therapy, Healthy and unhealthy negative feelings in REBT, Cognitive techniques in
REBT: Disputing and its types, Rational Coping Statements, Modeling, Referenting,
Cognitive Homework, Proselytizing, Reframing, Stop and Monitor
Emotive/Experiential techniques in REBT: Rational Emotive Imagery, Forceful
Coping Statements, Role Playing and Reverse Role Playing, Humor, Encounter
Exercises Behavioral techniques in REBT: Reinforcements and Penalties, Shame
Attacking Exercises, Skill Training, Paradoxical Homework, Relapse Prevention, In
Vivo Desensitization

Gestalt Therapy
Contemporary theory and practice: Phenomenological method, Dialogical relationship, Field-
theory
Gestalt therapy methodology: the continuum of experience, The here and now, Impasse,
authentic relationship,
Experiment and techniques in gestalt therapy
Gestalt application with specific population

Family Therapy
Theory: concepts, relationships, transitions, punctuations, models of therapy, genogram
Theories that focus on Behavior Pattern—MRI brief therapy, strategic family therapy,
cognitive-behavioral couple and family therapy and functional family therapy
Process in family therapy: stage 1 planning, stage 2 assessments, stage 3 treatment and stage
4 disengaging/ recontracting
Skill and techniques: convening, preparation, interviewing I, interviewing II, intervening
Recommended Books
Edelstein, M. R. & Steele, D. R. (1997).Three minute therapy: Change your thinking, change
your life.UK: Sussex Publishers.
Edi, G. M. R. (2010). Clinician's guide to posttraumatic stress disorder. NJ: Wiley.
Edi, J. M. G. (2010). Handbook of clinical neuropsychology. UK: Oxford University Press.
Edi, N. K. (2010). Cognitive and behavioral theories in clinical practice. NY: The Guilford
Press.
Ellis, A., &Maclaren, C., (1998). Rational emotive behavior therapy: A therapist’s
guide. USA: Impact Publishers.
Ellis, A., &Becker, M.I. (1982).A guide to personal happiness. USA: Melvin Powers.
Falender, C. A. (2012). Getting the most out of clinical training and supervision.
Washington: American Psychological Association.
Golden, C. J. (1990).Clinical interpretation of objective psychological tests.(2nd ed.)
Toronto: Allynand Bacon.
Goldstein, L. H. (2013). Clinical neuropsychology (2nd ed.). UK: Wiley Blackwell.
Jongsma, A. E. & Peterson, L. M. (2006).The complete adult psychotherapy treatment
planner (Practice Planners). NJ: Wiley.
Kewley, G. (2011). Attention deficit hyperactivity disorder (3rd ed.). UK: Routledge.
Kramer, G. P., Bernstein, D. A., & Phares, V. (2008). Introduction to clinical psychology
(7th ed.). NY: Prentice Hall.
Kumar, A. (2002). Clinical psychology.(2nded.).Delhi:Anmol Publishers.
Lichstein, K. L. (1988). Clinical relaxation strategies.New York: Johan Wiley and Sons.
Miltenberger, R . (1997). Behavior modification: Principles and procedures. U.S.A:
Brooks/Cole publishing Company
Shorvon, S. (2010).Handbook of epilepsy treatment (3rd ed.). UK: Wiley-Blackwell.
Sink, C. (2011). Mental health interventions for school counselor. Australia: Brooks/Cole.
Spiegler, M. D. & Guevremont, D. C. (1998).Contemporary behavior therapy (3rd ed.).
USA: Brooks/Cole Publishing Company
Paper-X(c): Developmental Psychology
Total Marks : 100
Course Objectives

 The course will provide students insight about the major developmental mile stones
and stages of development.
 This course will enable students to think critically about the developmental issues
such as parenting styles, identity crisis, family& culture.
 It would also help develop an understanding of Developmental theories and their
application in the Pakistani cultural context.

Course Outcome

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

 identify major developmental milestones
 think critically about the developmental issues
 apply knowledge from Development theories in the Pakistani cultural context.

Course Contents

Introduction
Nature and scope of developmental psychology
Historical perspective of developmental psychology
Research methods for studying developmental changes
Assessment in developmental psychology
Ethical issues in research on developmental psychology

Theories of Development
Freud’s psychoanalytic theory
Erik Erikson’s psychosocial stages of development
Piaget’s theory of cognitive development
Vygotsky’s socio cognitive cultural theory
Kohlberg’s theory of moral development

Prenatal Development
Prenatal development phases
Genetic influences in development
Prenatal environmental influences

Infancy
Physical development
Cognitive development in infancy with reference to Piaget’s theory
Language development in infancy
Socio emotional development in infancy
Childhood
Physical development
Emotional development
Cognitive development in childhood with reference to Piaget’s theory
Personality development (role of familial and extra familial influences)

Adolescence
Physical development
Emotional development
Identity formation in adolescence
Cognitive development in adolescence with reference to Piaget’s theory
Social development
Problems and disturbances in adolescence

Early Adulthood
Physical development
Occupational adjustments
Family adjustments

Middle Adulthood
Physical changes
Social adjustments
Occupational adjustments
Family adjustments

Gerontology
Physical changes
Challenges faced by the elderly
The elderly and death

Recommended Books
Berger, K. S. (2012).The developing person through the life span. New York: Worth
Publishing Company.
Brofenbrenner, V. (1972).Influences on human development. The Dresden Press, Inc.
Craig, J. G. (1996). Human development (7th ed.). New Jersey: Prentice Hall Publishing Co.
Crain, W. (2011).Theories of development (6th ed.). Boston: Prentice Hall.
Crain, W. (2010).Theories of development: Concepts and applications.(6th ed.). New York:
Pearson Higher Education Inc.
Dacey, J. S., & Travers, J. F. (2004).Human development.(5th ed.). Boston: McGraw-Hill
Dehn, M. J. (2010). Long term memory problems in children and adolescents. New Jersey:
John Wily and Sons.
Feldman, R. (2003). Development across the life span (3rd ed.).New York: Prentice Hall
Publishers.
Freiberg, K. L. (1992). Human development.(4th ed.). London: Jones & Bartlett Publishers.
Kail, R. V. (2013).Human development (6th ed.). Australia: Wadsworth.
Malhomes, V. (2010).Applied research in child and adolescent development. NY:
Psychology Press.
Moshman, D. (2011). Adolescent rationality and development (3rd ed.). NY: Psychology
Press.
Rathus, S. A. (2011). Childhood and adolescence (4th ed.). Australia: Wadsworth.
Rice, P. F. (1998). Human development: A life span approach. (3rd ed.). New Jersey:
Prentice Hall Inc.
Santrock, J. W. (2002). Life span development. New York: McGraw Hill Inc.
Santrock, J. W. (2010). Life span development.(13th ed.).New York: McGraw Hill Inc.
Wear, C. (1994). Developmental psychopathology (3rd ed.). NY: McGraw Hill.
Sandmen, W. J. (1997).Human development (6th ed.). New York: McGraw Hills Co.
Paper-X(d): Organizational Psychology

Total Marks : 100

Course Objectives

 To provide students adequate knowledge of the concepts and theoretical models of

Organizational Psychology, the course is designed to help students learn major
dimensions of organizational Psychology within its ethical and legal framework.

Course Outcome

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

 Understanding of the principles of organizational behaviour with complete
understanding of interpersonal interaction in organizations and related issues

Course Contents

Organization Psychology: An Introduction

Nature and scope
Historical and theoretical perspectives
Basic concepts of organization psychology (I-O): Entrepreneurship
Theories of Organizational Psychology
Organizational behaviour
Assessment in Organizational Setting
Role of Psychologists in organization

Research Methods in Organizational Psychology

Important research designs and concepts
Measurement and analysis of Organizational research

Organizational Communication
Basic model of organizational communication
Forms of communication
Flow of communication
Effective communication strategies
Barriers to effective communication

Organizational Culture
Structure of organizations
Psychological climate and work environment
Organizational motivation
Interpersonal relationships
Conflict resolution
Psychological and Social Factors
Motivation, morale, factors in job satisfaction
Measurement of attitude of workers
Industrial discontent, its causes and limitation

Leadership and Management

Power influence and leadership

Building trust
Development of leadership and effective personal management

Conditions of work and productivity

Physical conditions of the work environment (Illumination, temperature, noise)
Psychological Conditions (Monotony, Boredom, Stress)
Temporal Conditions (rest periods, shift work)

Occupational Health and Safety

Concept of organizational safety and occupational health
Magnitude of safety problem in Pakistani organizations
Factors leading to organizational accidents
Preventive models for safety measures
Safety training programs
Enhancing occupational health
Stress management

Psychology Applied to Consumers

Techniques in the analysis of consumer behavior
Advertising marketing and motivation research
Factors effecting effectiveness of advertisements

Recommended Books
Aamodt, M. G. (2004). Applied industrial and organizational psychology. Australia:
Thomson
Duening, T. N. & Ivancevich, J. (2005).Managing organizations. (2nd ed.). California:
Atomic Dog Publishing.
Gruneburg, M. M. & Oborone, D. J. (1981).Psychology and industrial productivity. Hong
Kong: The Macmillan press Ltd.
Jewell, L. N. (1998). Contemporary industrial and organizational psychology (3rd ed.).
Brooks/Cole Publishing Company. U.S.A.
Jed, S. M. (2002). Organizational psychology. New York: John Wiley and Sons.
Landy, F. J. (2004).Work in 21st century: An introduction to industrial and organizational
psychology. Boston: McGraw Hill
Riggio, R. E. (2003). Introduction to industrial organizational psychology. (4th ed.). USA:
Prentice Hall.
Rogelberg, S. G. (2004). Handbook of research methods in industrial and organizational
 psychology. Malden: Blackwell Publishing
Schultz, D.P. (2010). Psychology and work today: An introduction. New Delhi: Pearson
Schultz, S. E. (1984).Psychology and work today. (6th ed.). New York: Macmillan
publishing Company.
Specto, P. E. (1996). Industrial and organizational Psychology. USA: John Wiley & sons,
Inc.
Paper-X(e): Educational Psychology

Total Marks : 100

Course Objectives

 To teach students different methods of improving teaching skills

 To make them aware of importance of psychology in the field of education
 To provide them knowledge about improving student-teacher relationship

Course Outcome

At the completion of the course, the student will be able to:

 apply the knowledge of psychology in the field of education
 improve student-teacher relationship and class room management

Course Contents

Introduction
Scope of Educational Psychology
Historical background
Role of Education psychologist in school

Method of Studying Behavior in Educational Settings

Observational method
Experimental method,
Survey and case study method

Theories of Educational Psychology

Piaget’s and Vygotsky’s work
Erickson’s work, socio and emotional development
Moral development
Behaviouristic model

Assessment in Educational Setting

Aptitude Testing
Classification and measurement of aptitude
Intelligence assessment
Assessing learning disabilities
Assessing Conduct and Behavioural problems in Children
Achievement Testing

Sensory and Physical Disorders

Speech and language disorders
Learning disabilities
Emotional & behavioral disorders
 Approaches to Learning
Classical and operant condition
Social and cognitive approaches to learning
Factor influencing learning
Learner, teacher, & content related factors
Student teacher relationship & communication

Memory
Short and long term memory
Meta cognition
How to improve memory

Motivation in Educational Setting

Assessing class room
Teaching pedagogy
Curriculum development
Student evaluation

Classroom Management
Approaches of Classroom management
Common mistakes in classroom behavior management
Techniques/ Strategies of Classroom management

Recommended Books
Edi, A. K. T. (2011). Teaching of Psychology. New Delhi: Educational Publishers.
Edi, D. U. (2010). Teaching Psychology in Higher Education UK: BPS Blackwell.
Elliott, S.N; Kratochwill, T.R; Cook, J.L; and Travers, J.F.(2000j. Educational-psychology:
Effective teaching, effective learning. (3rded). McGraw-Hill.
Mangal, S. K. (2007).Essentials of educational psychology. New Delhi, India: PHI Learning
private Limited.
O’Donnell A. M., Reeve, J., & Smith, J. K. (2009).Educational psychology (2nd ed.).
NY: Wiley.
Ormord, J.E. (1995) Educational Psychology: Developing learners. Prentice – Hall, Inc.
Santrock, J. W. (2005). Educational psychology (3rd ed.). USA: McGraw Hill International.
Slavin, R.E. (1997/ Educational psychology: Theory and practice. (5thed). Sydney: Allyn and
Bacon.
Swinson, J. (2012). Positive psychology for teachers. London: Rutledge.
Thorndike, R. M. (2011). Measurement and Evaluation in Psychology and Education(8th
ed.). New Delhi: PHI Learning.
Wakefield, J.F. (1996/ Educational psychology: Learning to be a problem solver. Boston:
Houghton Mifflin Co.
WoolFolk, A.E, (1998).Educational psychology.(7 th ed). London: Allyn and. Bacon.
Paper-XI: Placement & Case Reports Total Marks : 100

Five case Reports based on assessment and proposed intervention in relevant area of

specialization.

Paper-XII: Optional Course / Research Thesis Total Marks : 100

( I n d i v i d u a l research project)
Optional Paper: Student will have to opt any one of the following optional course:

Paper-XII(a): Health Psychology

Total Marks : 100
Course Objectives

 To introduce the students to a new emerging branch of Psychology

 To introduce students to the basic terminology, avenues of research, and theoretical
models in Health Psychology
 To develop an understanding of the application of principles of Psychology in
learning and developing healthy and unhealthy behaviors
 To develop an understanding of the psychological interventions appropriate for
managing health conditions, for disease prevention, promoting health behaviors, and
health enhancement

Course Outcome

At the completion of this course the students will be able to:

 understand health psychology concept and apply principles of Health Psychology in
learning and developing healthy and unhealthy behaviors
 understand the psychological interventions appropriate for managing health
conditions, for disease prevention, promoting health behaviors, and health
enhancement

Course Contents

Historical Background
Definition, development, and scope of health psychology
The modern concept of health and illness

Theoretical Models in Health Psychology

1. The Biopsychosocial Model
2. The Health Belief Model
3. Theory of Planned Behavior/ Reasoned Action
4. Transtheoretical Models/ Theories of behavior change
5. Psychoneuroimmunology model (PNI)

The Psychology of Health and Illness

A brief introduction to:

Psychophysiological Disorders
The immune system & Stress

Psychological Factors Influencing Physical Health

Illness Perceptions
Health Beliefs
Health Locus of Control
Doctor – patient communication
Compliance and Medication Adherence
Personality type & Health (The Big Five Traits and Health & Illness)
Health beliefs, locus of control and self-efficacy

Stress, Coping, and Health

Models of stress: Seyle, Mason, and Lazarus
Stress and illness (Assessment of stress and identification of stressors)
Stress management

Application of Health Psychology with Reference to Specific Physical Ailments and

Unhealthy Lifestyles
Risk factors, prevention, rehabilitation, and psychological interventions
Coronary heart disease (CHD)
Cancer
Pain
AIDS
Diabetes Mellitus
Obesity and eating disorders: Bulimia and Anorexia Nervosa
Substance abuse disorders: Smoking and drinking
Arthritis

Grief and Bereavement

Acceptance, adjustment and coping with chronic and terminal illnesses.

Working with the Community

Health promotion programs for public awareness and disease prevention

Psychological Interventions in Health Psychology

In order to develop health promoting behaviors and adjustment to Chronic physical
conditions
 Cognitive Behavior Therapy
 Counseling

Research in Health Psychology

1. Identification of vulnerable populations for developing psychophysiological disorders
2. Identification of causal relationships i.e. Predictors and Outcomes in health and
illness.
3. Psychological consequences of physical illnesses

Recommended Books
Bernard, L.C. &Krupat, E. (1994).Health psychology: Biopsychological factors in health and
illness. New York; Harcourt Brace College Publishers.
Brannon, L. &Feist, J. (2004, 2010).Health psychology: An introduction to behavior and
health. (5th ed.). USA: Wadsworth.
Cockerham, W. C. (1998). Medical sociology. New Jersey: Prentice – Hall.
Ewles. L. &Simnett, I. (1989). Promoting health: A practical guide to health education.
Chichester: John Wiley & Sons.
Forshaw, M. (2002).Essential health psychology. London: Arnold.
Khan, W. M. (1987).Understanding health. (2nd ed.). New York: Random House School
Division
Ogden, J. (2005) A Text book of Health Psychology.(6thed.).Open University Press
Pearce, S., & Wardle, J. (Eds.). (1989). The practice of behavioral medicine. Oxford: BPS
Books.
Sanderson, C. A. (2004). Health psychology. USA: Wiley
Sanders, G. S., &Suls, J. (Eds.).(1982). Social psychology of health and illness. Hillsdale;
Lawrance Erlbaum Associates Publishers.
Sarafino, E. P. (1994). Heath psychology: Biopsychosocial interactions. Canada: John
Wiley and Sons. Inc.
Spacapan, S., & Oskamp, S. (Eds.). (1988). The Social psychology of health and illness.
London: SAGE Publication.
Straut, R. O. (2002). Health psychology. New York: Worth Publishers.
Taylor, S. E. (1999) Health psychology. (4thed.)New York: McGraw Hill.
Paper-XII(b): Human Resources Management

Total Marks : 100

Course Objectives

 To provide students understanding of main concepts of Human Resource

management and role of Psychologist in HRM.

Course Outcome

At the completion of the course, the student will:

 Be able to understand the role of psychologist in HRM and organizational settings
and in improving interpersonal interactions in the organizational context.

Course Contents

Introduction
Historical perspective
HRM as a human capital
Strategic human resource management

Theoretical models of HRM

Integrative models
HERO Model

Job Analysis and Job Design

Strategic human resource planning
Job analysis and Job design: Techniques and strategies

Recruitment, Selection& Placement

Human resource planning and recruitment (recruitment policies and practice)
Recruitment methods and their effectiveness
Personnel selection and placement (selection process, selection methods standards,
types of selection methods)
Staff Counseling & Stress Management

Training and Developing Programs

Orientation to workplace training
Training needs assessment and methods of trainings (management and organizational
development)
Evaluating training and performance
Developing and implementing training programs
Career development
Personnel management
Compensating Human Resources
Organizational reward system
Base wage and salary system
Incentive pay system

Employee Well-Being
Psychological assessment in organizational settings
Employee benefits
Employee safety and health

Conflict Management styles

Conflict Resolution techniques
Performance appraisal and evaluation

Labor Relations
Legal environment and structure of labor unions
Unions’ organizations and collective bargaining

Recommended Books
Bayars, L. L. and Rue, L. W., (2000).Human resource management. Boston, MA; Irwin
McGraw-Hill.
Bolander; G., Snell, C. and Sherman, A. (2001).Managing human resource. Cincinnati, OH:
South – Western.
Cascio, W. P. (1998).Applied psychology in human resource management. (5thed.). USA:
Prentice Hall, internati onal, Inc.
Cascio, W (2003). Managing human resources.(6 t h ed.).USA: Mc-Graw Hill Bork
Company.
Davis & Newstorm, J.W. (1985). Human behavior at work: Organizational behavior. USA:
Mc.Graw Hill Company.
Cascio, W. P. (1998).Applied psychology in human resource management. (5thed.). USA:
Prentice Hall, internati onal, Inc.
Cascio, W (2003). Managing human resources.(6 t h ed.).USA: Mc-Graw Hill Bork
Company.
Davis & Newstorm, J.W. (1985). Human behavior at work: Organizational behavior. USA:
Mc.Graw Hill Company.
DeCenzo, D.A., & Robbins, S.P. (2002).Human resource management. New York; Wiley
Dessler, G. (2002). Human behavior: Improving performance at work. Virginia: McGraw
Hill Series in Management.
Raymond, N. A., John, H. R., Barry, G.,&Patrick, W. M. (2003) Human resource
management: Gaining a competitive advantage.MA: Irwin McGraw-Hill.
Paper-XII(c): Military Psychology

Total Marks : 100

Course Objectives

 The course on Military Psychology has been designed to provide the systematic view
of group dynamics to learners to reach out all the organizational goals and
consequently to learn effective command and control young mil leaders in future.
 Theoretical contents will increase their practical vision producing group coherence
and build their self-confidence to accomplish difficult tasks as commander.
 Course will enable them to understand, monitor and organize under commands’
behavior and to solve interpersonal problems in field situations.

Course Outcome

At the completion of the course the student will be able to:

 Have systematic view of group dynamics to reach out all the organizational goals and
will be able to command and control young military leaders in future.
 Develop group coherence and self-confidence to accomplish difficult tasks as
commander.
 analyze objectively group conflicts of various natures with reference to social cultural
background, internalized social norms and developmental factors.

Course Contents

Introduction
History and scope of Military Psychology; fields of Psychology developed after World War I
& II and up to present era and Psychological testing, Abnormal Psychology, organizational
psychology etc.

Theoretical perspectives of operational/combat psychology

Characteristics of behavior required in peace and war, effective model of training and
learning under stressful conditions. Role of perception in war field; theories of
camouflage.Model of motivation in war and peace; Biological, Psychodynamic, Behaviorist,
Cognitive and Humanistic models of human behavior and their application in combat and
Training.

Psycho social perspectives of military and civil culture

Transformation of civil cultural into military culture among the soldiers and officers;
development of faith and conviction of army personnel. Role of individual's faith in combat;
Psycho-physical factors / skillsrequired in combat i.e. dynamism, stress tolerance, initiative,
confidence, mental toughness, courage, self-motivation etc.Adhering of social norms and
values in military culture; Issues of conformity and non-conformity to the military norms and
culture. Behavior modification; Theories of attitude formation, attitude change, persuasion,
interrogation and brainwashing; development /grooming of warrior traits during training;
Propaganda and rumors in war and peace; Psychosocial aspect of conflicted role of Pakistan
Army, mass media and its Impact on morale and motivation of Armed Forces.

Issues of Psychological health of soldiers, officers and families

Psycho dynamic, humanistic, Eric Fromm view of mental health: Sado-masochistic
tendencies, four nonproductive personality orientations; Bio-Psycho-Social-Spiritual
Aspects of Combat / war on terror /LIC; psychological issues after war injury or
permanently disabled in battle and being a prisoner-of-war; conflict, anxiety frustration;
reaction to stress and coping techniques; the screening, assessment, and treatment of
personnel with acute and long-term combat-related post-traumatic stress disorders(PTSD),
along with impact on the family and community.

Role of psychologist in Armed forces

In selection at preliminary level and at higher level and in placement; In training of offers
and soldiers; as instructor, as researcher and behavior analyst; as clinical psychologist/
counselor & advisor; responsibilities as Psychometrician; brief review ofIndividual
differences, intelligence, aptitude and personality; Intelligence versus Emotional
Intelligence; Intelligence and personality tests used for screening /recruitment of military
personnel in Pakistan. Biases and errors in judgment /selection and decision making.

Theories of Military Leadership

Personality traits of a military leader; comparison of personality traits of civil leadership and
military leadership; various models of Military leadership; Organizational structure of
leadership in different world Armies and in Pakistan Armed forces.Group dynamics and
leadership development in military set up

Psychological operation (Psy ops)

Psychology of intelligence; human skills required in psych-operations; Psychology of
Terrorism, factors leading to develop the terrorist behavior; theories of terrorism; Different
types of terrorist organizations based on various criteria including motives, means,
objectives.

Recommended Books
Chen, G .& Bliese, P. D. (2002).The role of different levels of leadership in predicting self-
and collective efficacy: Evidence for discontinuity. Journal of Applied Psychology,
psycnet.apa.org
Daugherty, W. (1979).A psychological warfare casebook.Johns Hopkins University Press
Reprints. Arno Press.
David, H. &Rand, M.( 2001).Psychological and psychosocial consequences of combat and
deployment: With special emphasis on the gulf war.
Dewsbury, D.A. (1997). On the evolution of divisions. American Psychologist, 52, 733-741.
Kennedy,C.H., & Zillmer, E.A.(2006 ).Military psychology: Clinical and operational
applications (2nd ed.). New York: The Guilford Press.
Laurence, J. H. & Matthews, M. D.(2012). Military psychology(4thed.). Oxford University
Press.
Lawrence, L. (2002). The psychology of war: Comprehending its mystique and its
madness. Watson-Guptill Publications; Expanded edition.
Murray, L. (2013). Brains and bullets. How psychology wins wars. London: Biteback.
Reuven, G., & Dolgin, D. L (1996).Handbook of mi lit ary psychology (Ed.). New Jersey:
John Wiley & Sons.
Rostow, C., & Davis, R. (2004).A handbook for psychological fitness-for-duty evaluations in
law enforcement. Binghamton, NY: Haworth Press
Shamir, B., Zakay, E., Breinin, E., &Popper, M. (1998). Correlates of charismatic leader
behavior in military units: Subordinates' attitudes, unit characteristics, and superiors'
appraisals of leader performance. Journal of Academy Management, 41(4).
Doi,10.2307/257080.
Sheh, S. W. (2003). Chinese Leadership: Moving from Classical to Contemporary, Times
Editions, Singapore.
United States Postal Service.(2000). Fitness-for-duty
examinations.ManagementInstruction EL-860-2000-7). Washington, DC: Author
U.S. Department of the Army.(1999). Command-directed mental health evaluations.
(United States Army Medical Command Regulation 40-38). Fort Sam Houston, TX:
Author.
U.S. Department of the Air Force.(2000c). Mental health, confidentiality, and military
law.(Air Force Instruction 44-109). Washington, DC: Author
Wanke, P. (2005).Russian / Soviet military psychiatry 1904-1945.Routledge.
Wilson,J.P., Boris, M. D., & Drozdek, M.A. (2004).Broken spirits: The treatment of
Traumatized asylum seekers, refugees, war and torture victims. Brunner-Routledge.
Paper-XII(d): Gender Issues in Psychology

Total Marks : 100

Course Objectives

The students learn various psycho-sociological gender issues and their changing role in
society with special reference to Pakistan

Course Contents
Gender and related paradigms
Psychology, the biosocial science
Sex differences and physiology
Sociobiology and evolutionary psychology
Sex differences in brain architecture
Other significant sex differences
Physical and psychological development: gender differences
Social and cultural paradigms
Internalizing the external
The contribution of anthropology: the role of culture
The contribution of sociology: the role of social forces
The contribution of psychology: the role of socialization
Achievement, motivation and attitudes
Gender role expectations and behaviors
Gender stereotyping

Interactive Paradigms
Eysenek's theories of gender and sexuality
Freud's psychoanalytic theories of personality and psychosexual development
Cognitive development
Comparing theories of gender for development
Moral development

Psychology of Women: Issues

Emergence of history of psychology of women in the west and in Pakistan
Women and psychopathologies
Women issues in psychotherapy
Women and law
Women and abuse (physical and psychological)
Major issues in Pakistan: Women at work, women as agents of social change

New Men, New Women, New Relationships

Changes in values
Changes in economics and employment
New men
New women
New relationships
Books Recommended:
Hasan, I. N. (In Press).The psychology of women. Islamabad: Allama Iqbal Open University.
Pinel, J.P.J.(1992).Biopsychology. USA: Allyn and Bacon Ltd, Mass.
Sapru, R.K.(1989). Women and development. New Delhi, India: Asshish Publishing House.
Ussher, J.M.& Paula, N. (1992).Gender issues in clinical psychology.(Eds.). New York:
Routledge, Chapman and Hall.
Paper-XII(e): Forensic Psychology

Total Marks : 100

Course Objectives
Main objective of this course is:
 Provide orientation to students of the main concepts, models, assessment and
intervention in forensic setting.
 To acquaint students with contribution of forensic psychologists to the legal
system i.e. Law Enforcement Agencies (LEAs), Judicial and Correctional Settings.
 Train them in Interrogation and assessment and rehabilitation modalities
appropriate to the civil and criminal settings. Students would be familiarized with
the methods used by forensic psychologists.

Course Outcome
At the completion of the course the student will be able to:
 understand the basic concepts of forensic psychology, role of forensic
psychologists and will be able to apply assessment and investigative skills and
assist legal system.

Course Contents

Introduction to Forensic Psychology

Defining forensic psychology
History of forensic psychology
Scope of Forensic Psychology
Status of Forensic psychology

Ethical & Professional Issues

Practicing ethical forensic psychology
Legal, ethical and moral considerations
Trainings in forensic psychology

Understanding Legal Rights

Human rights
Understanding child rights
Women rights
Domestic &adult issues
Assessment in Forensic Setting
Personality assessment in personal injury litigation
Conducting personal injury evaluation
Evaluating eyewitness testimony in adults & children
Competency to stand trial

Role of Forensic Psychologist in different settings

Punishments and alternate routes to crime prevention
Current status of correctional settings
Rehabilitation in correctional settings
Criminal offenders’ rehabilitation through psychotherapy
Perpetrator and Victim
Factors contributing to crimes: (causes, consequences& Prevention)
Bullying among offenders
Juvenile delinquency
Harassment &violence
Substance use
Child abuse
Violence against women
Applying Psychology to Crime
Applying psychology to civil & criminal proceedings
Insanity as a defense
Specific intent and diminished capacity
Juvenile justice system
Women rights protection
Probation and parole
Special Applications
Harassment &violence risk assessment
Psychology and law enforcement
Prevention of bullying
Polygraph testing
Forensic Psychology in the Pakistani context
Communicating Expert Opinions
Serving as an expert witness
Writing forensic reports

Recommended Books
Bartol, C. R. (2012). Introduction to forensic psychology. Los Angeles: Sage.
Edi, J. R. A. (2010). Forensic psychology (2nd ed.). UK: BPS Blackwell.
Edi, G. J. T. (2010). Forensic psychology UK: BPS Blackwell.
Gudjonsson, G.& Haward, L. (1998). Forensic psychology: A guide to practice. U.K:
Laurence, S. & Wrightman, (2001). Forensic psychology. USA: Belmont.
Routledge Heidensohn, F. (1985).Women and crime. London: Macmillan Education Ltd.
Springer, D. W. & Roberts, A.R. (2007).Handbook of forensic mental health with victims
and offenders: Assessment, treatment, and research. New York: Springer
Publishing Company L.I.C.
Towel, G. J. &Crighton, D. A. (2010).Forensic psychology. UK: BPS, Blackwell.
Walker, L.E. & Shapiro, D. (2003) Introduction to forensic psychology. USA: Springer
Weiner, B. A. & Hess, A. (2006).The handbook of forensic psychology. (3rd ed.). New York:
Wiley.
Wrightsman, L.S & Fuero, S.M. (2004).Forensic psychology. USA: Thompson learning
Wrightsman, L.S. (2000). Forensic psychology. USA: Thompson learning.
Paper-XII(f): Child Psychology
Total Marks : 100
Course Objectives:

This Course is an overview of Psychological study of Child Development. Students will

focus on the physical, cognitive and social/personality areas of child development. The
periods of infancy, childhood, adolescence and adult hood w i l l be focused.

Course Contents

Current Issues in Child Development

Theories of Child Development
Learning theories
Social cognitive theory
Cognitive development theory
Information processing approaches
Ecological system theory
Ethnological and Relationship Approaches.

Methods of Studying Child Development

Ethical considerations in child study
Parental development and the newborn child

Development in infancy and early childhood

Physical growth
Sensory motor development
Vocalization and language acquisition
Perceptual and intellectual development
Self identity and personality development
Cultural differences in child rearing
Cognitive, moral & social development in the preschool years
Island of competence

Early Childcare in Pakistan

Pre-school education in rural/urban setting in Pakistan

Development in middle childhood

Biosocial Development: physical, cognitive, emotional and perceptual development.
Gender identification and sex typing.
Parent-child relationships.
Problems faced by children in third world countries with special reference to Pakistan.
Issues of schooling.

Child welfare programme and social policy

Issues of child labor and abuse
Problems of children of working mothers
Psychosocial problems in development of child
Developmental Psychopathology
Mental retardation
Childhood Schizophrenia
Autism
Conduct Disorder
Learning Disorder
Attention Deficit Hyperactivity Disorder
Neuroses
School Phobia

Recommended Books:
Berk, 1.E. (1996).Child development (3rded.). New Delhi: Prentice Hall of India.
Cole, M. & Cole, S. R. (1998). The development of children.(2nded.). San Deigo: Scientific
American Books.
Crow, L & Crow, A. (1998/ Child development and adjustment. New York: Mcmillan.
Elkind, D. 1. & Weiner, B. (1978).Development of the child.New York: Johan Willey and
Sons.
Hetherington, E. M. & Parke, R. D. (1986).Child psychology: A contemporary view. (3,d ed.).
New York: McGraw Hill Book Company.
Hurlock, E. B. (1978.Child Development.(6thed.). Auckland: McGraw Hills.
Jersild,A. (199S). Child Psychology.(5 t h ed.). New York: Prentice hall Publishing Co.
Mash, E.J.& Wolfe, D. A. (1999).Abnormal child psychology. Boston: L Brooks/ Cole &
Wadsworth.
Mc Candles, B. (1997).Children and adolescent. New York: Holt Publishing Co.
Medinnus, G. R. & Johnson, K. C. (1976).Child and Adolescent Psychology.(2nded.). New
York: John Wiley and Sons.
Mussen, A. & Conger, A. (1998).Child development personality. New York: Harper & Row.
Nelson, R. W. (1991). Behavior disorders of childhood. (2nded.). New Jersey: L Prentice Hall
Inc.
New Combe, N . (1996). Child development: Change over time. (8thed).J, New York: Harper
York: McGraw Hills P u bl i s hi n g Co.
Papalia, D. E. &Old S. W. (1990)A child's world: Infancy through adolescence. (5thed.).
New York: McGraw Hills P ubli shi ng Co.
Salkind, N. J. & Armon, S. R. (1987).Child development.(5th cd.). New York: Halt, Rinehort
and Winston Inc.
Santrock, J .W. (1998).Child development.(8 th ed.). Boston: McGraw Hills.
Stewwart, A. C. (1998). Child and adolescent development. New York: John Wiley and
Sons.
Paper-XII(g): Peace Psychology

Total Marks : 100

Course Description

This course examines the key concepts, themes, theories, and practices involved in peace
psychology. The students will be introduced to the issues of peace and conflict across a wide
range of interpersonal, community, national and international contexts.

Course Objectives

 To become more knowledgeable concerning the core concepts and methods involved
in peace psychology.
 To become familiar with various forms of direct violence ranging from intimate
violence to mass violence and war.
 To have understanding of the concept of structural violence and its impact on
individuals, groups, and communities.
 To become familiar with the importance of and the strategies involved in
understanding of the various aspects of conflict including partisan perceptions.

Course Outcome

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

 become more knowledgeable and familiar with the core concepts and methods
involved in peace psychology.
 Understand the importance of the strategies involved in understanding of various
aspects of conflict and conflict resolution including the psychological dimensions
associated with peacekeeping and peacemaking.
 examine psychological aspects of peace building as individuals, groups, and
communities.

Course Contents

Introduction to Peace Psychology

Chronology of peace psychology
Core concepts

Psychological causes and effects of violence and non-violence

Nature of human aggression/ emotion
Cycle of violence
Roots of hate and prejudice
Cognitive/affective perspectives of world views
Emotional intelligence
Learning theories on violence and peace
Types of Violence
Direct Violence: Domestic /Intimate Violence, Violence against Minorities, War, Homicide,
Genocide and Democide, Terrorism
Structural Violence: Poverty, Unemployment, Corruption, Social injustice

Remedies of Structural Violence

Social Justice
Women and Children
Globalism and Human Rights

Negative and Positive Peace

The psychology of peacekeeping and peacemaking

Conflict Resolution
Types of conflict
Theoretical and practical concerns
Methods used to resolve conflict

Peace-building
Interpersonal psychological strategies for peace making/building
Role of psychologist in peace building
Reconciliation and issues of forgiveness
Peace building personally, socially, globally and environmentally
Psychologists making a difference
Reducing trauma
Peace practices

Peace Psychology in Asia

How Asia can contribute to world peace psychology
Future of peace psychology in Asia with special reference to Pakistan

Recommended Books
Abrahams, N. (2001). Intimate violence. In D. J. Christie, R. V. Wagner, & D. Winter (Eds.),
Peace, conflict, and violence: Peace psychology in the 21st century. Upper Saddle
Creek, NJ: Prentice-Hall.
Borris, E., & Diehl, P. F. (1998).Forgiveness, reconciliation, and the contribution to
international peacekeeping. In H. J. Langholtz (Ed.).The psychology of
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