Psychology syllabus for every university students | Schemes and Mind Maps Psychology

SYLLABUS FOR UNDER GRADUATE COURSE IN

PSYCHOLOGY

(Bachelor of Arts Examination)

RAMA DEVI WOMEN’S UNIVERSITY

VIDYA VIHAR,BHUBANESWAR-22

UNDER CHOICE BASED CREDIT SYSTEM

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SYLLABUS FOR UNDER GRADUATE COURSE IN

PSYCHOLOGY

(Bachelor of Arts Examination)

RAMA DEVI WOMEN’S UNIVERSITY

VIDYA VIHAR,BHUBANESWAR- 22

UNDER CHOICE BASED CREDIT SYSTEM

PSYCHOLOGY

Framework of CBCS Syllabus for PSYCHOLOGY (Honours) from 2019- 20 Full Forms of Course Codes Used: CC = Core Course, AECC = Ability Enhancement Compulsory Course, SEC = Skill Enhancement Course, DSC = Discipline Specific Elective (Related to Core Subject), GE = Generic Elective (Not related to Core Subject; 2 different subjects of 2 papers each). Total Marks: CC (1400) + AECC (200) + SEC (200) + DSC (400) + GE (400) = 2600 Semester CC 14 papers 100 X 14 = 1400; Credits=14x6= AECC 2 Papers 100 X 2 = 200 Credits=4x2= SEC 2 Papers 100 X 2 = 200 Credits=4x2= DSE 4 Papers 100 X 4 = 400 4x6=24 credits GE 4 Papers 100 X 4 = 400 4x6=24 credits I CC-I: Introductory Psychology AECC-I: MIL Communication (Odiya/English) GE Paper-I: Introductory Psychology CC-II: Basic Developmental Processes II CC-III: Basic Psychological Processes AECC-II: Environmental Science GE Paper-II: Basic Developmental Processes CC – IV: Processes of Human Empowerment II I CC – V: Statistics (^) SEC-I: Communicativ e English GE Paper-III: Basic Psychological Processes CC – VI: Social Psychology CC – VII: Environmental Psychology I V CC – VIII: Psychopathology (^) SEC-II: Leadership & Personality. Development GE Paper-IV: Processes of Human Empowerment CC – IX: Educational Psychology CC – X: Psychological Assessment V CC – XI: Organizational Behavior DSE-I: Psychological Research and Measurement CC – XII: Health Psychology DSC-II: Ethics, Integrity and Aptitude V I CC – XIII: Counseling Psychology DSC-III: Psychology of the Disability CC – XIV: Positive Psychology DSC-IV: Project & Field work/ Psychology of Crime

UNIT-IV: States of Mind (i) Nature of consciousness; changes in consciousness- sleep-wake schedules (ii) Extended states of Consciousness - Hypnosis, Meditation and Hallucinations Practical: (i) R.L. by Method of Limits: To find out the R. L. of volar surface of the right arm of a subject by method of limits (ii) D.L. by Method of Constant Stimuli: To find out the D.L. for lifted weight of your subject by method of constant stimuli. Text Books:  Baron, R. A. (2002). Psychology (5th^ Edition), New Delhi: Pearson Education.  Hilgard & Atkinson- Introduction to Psychology (2003) 14th^ Edition, Thomson Learning Inc.  Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, DivyaPrakashani, Samantarapur, Bhubaneswar. Reference Books:  Morgan, C.T., King, R.A., Weisz, J.R., &Schopler, J. (2008). Introduction to psychology (7th edition) Bombay: Tata-McGraw Hill.  Feldman, R.S. (2004). Understanding Psychology (6th^ Edition), New Delhi, Tata-McGraw Hill. Core Paper-II BASIC DEVELOPMENTAL PROCESSES Introduction: The course is designed to expose students to a basic understanding about the fundamental concerns of developmental psychology and provide examples of the following three dimensions of development: growth, differentiation, and orderly progression. Learning Objectives:  To help students gain some key ideas about human development and the perspectives to understand and explain such developments.  To help the students understand the significance of prenatal period for human development.  To help the students understand the developmental preparations of the childhood and the implications of developmental milestones for the normal human development. Expected outcomes: Students will be able to  Understand the nature, types, and principle of development.  Understand the processes of formation of life and development during pre- and post-natal periods.  Understand about the different aspects of preparation for future life. UNIT-I: Basics of development (i) Meaning, nature, and types of development; Principles of development; Factors influencing

development (ii) Perspectives of development- Psychoanalytic; Mechanistic; Organismic; Humanistic UNIT- II: Life in formation (i) Fertilization, determination of sex, multiple birth; Prenatal development- germinal stage, embryonic stage, fetal stage; Factors influencing prenatal development. Impact of perinatal processes on development (ii) Physical and motor developments, Social and emotional developments during childhood. UNIT – III: Life in preparation (i) Physical and motor developments, Social and emotional developments during adolescence. (ii) Piaget’s stage of cognitive development; Kohlberg’s stages of moral development Unit- IV: Self and identity (i) Emergence of self; Structure of the self; Development of personal identity (ii) Development of self-control; Development of gender differences and gender roles Practical: (i) Locus of Control: To assess the Locus of Control of four college students by using Rotter’s Locus of Control Scale. (ii) Emotional Intelligence: To measure the emotional intelligence of four college students by using the Schutte’s Emotional Intelligence Scale. Text Books:  Sigelman, G.K. & Schaffer, D.R. (1995). Life-span Human Development, Brooks / Cole Publishing Co. Pacific Grove, California  Berk, L. E. (2010). Child Development (8th^ Ed.). New Delhi: Prentice Hall.  Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. Reference Books:  Papalia, Diane E., Sally Wendos Olds (2006). Human Development. 9th^ Edition. New Delhi: Tata McGraw Hill  Baron, R. A. (2002). Psychology (5th^ Edition), New Delhi, Pearson Education. Core Paper III BASIC PSYCHOLOGICAL PROCESSES Introduction: The course is designed to provide the student a basic understanding of the psychological processes from sensation to thought and communication. The student will be given exposure to the concepts, terminology, principles, and theories relating to each of the mental processes that constitute human psychology. Learning Objectives:  To help the students to understand the mental processes to begin with sensation and perception up to how it results in thoughts and communication.  To help the students gather knowledge about the structural and functional dynamics of each of the mental processes and their interconnectedness. Expected outcomes: Students will be able to  Understand the bases sensory actions and the processes of integration of sensory actions in creating and interpreting perceptual events.

Core Paper-IV PROCESSES OF HUMAN EMPOWERMENT Introduction: Human empowerment is ultimately an individual condition of gaining the power to control and modulate changes in one's own life those are considered important to one's identity and adjustment. The purpose of the course is to introduce to the students the basics of human empowerment and how the empowerment processes are strengthened and improved. Learning Objectives:  To help students gain ideas about intelligence and personality as foundations of human empowerment.  To make students understand how motivation and emotion are empowering processes to human development.  To help students gain insight into human behavior as products of empowerment.  Expected outcomes: Students will be able to  Know the structural components and functional dynamics of both intelligence and personality.  Understand the significance of emotion and motivation in behavior management.  Understand significant aspects of social behavior as resulting in happiness, well-being and personal growth. UNIT-I: Basics of empowerment (i) Intelligence- Heredity, environment, and intelligence, Theories of Gardner, Stenberg, & PASS (ii) Measuring Intelligence: intelligence tests; Interpretation of test score, Cross-cultural issues in testing intelligence UNIT- II: Sources of Power (1) (i) Personality- Freud’s theory, and Social cognitive theory (ii) Personality-Trait and type approach, Biological and sociocultural determinants, Psychometric and projective assessment. UNIT – III: Sources of Power(2) (i) Motivation-Drive theory, Arousal theory, Expectancy theory, Maslow’s need hierarchy (ii) Emotion-Theories of James-Lange, Cannon-Bard, & Schachter-Singer UNIT – IV: Proving empowered (i) Social behavior - Meaning of attribution and errors in attribution, Meaning of social cognition and processing of social information (ii) Positive Psychology - Scope and aims, Nature and characteristics of happiness, Subjective well-being and personal growth

Practical: (i) Intelligence test- To test the non-verbal intelligence of two college students using Raven’s Standard Progressive Matrices (ii) Personality Type- To assess the personality type of a student obtaining responses from the student and two other significant persons in his /her life by using Glazer’s test of Personality Type Text Books :  Baron, R.A. (1995).Psychology- The Essential Science, Pearson Education Company of India Pvt. Ltd.  Gerrig, R.J. &Zimbardo, P.G. (2010). Psychology and Life (19th Ed.). Delhi: Allyn& Bacon  Snyder, C.R. & Shane, J.L. (2005) Handbook of Positive Psychology: Oxford University Press.  Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, DivyaPrakashani, Samantarapur, Bhubaneswar. Reference Books:  Baron, R. A. & Byrne, D. (2003). Social Psychology, 10th^ Edition, Prentice Hall  Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and Human Development. India: Pearson  Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004). Practical Exercises in Psychology: Learning about Yourself and Others. Panchasila, Bhubaneswar Core Paper- V PSYCHOLOGICAL STATISTICS Introduction: T he course is designed to equip students with knowledge in the fundamentals of statistics and research methods so that they understand the application of statistics to different research problems in psychology. Learning Objectives:  To help students develop knowledge and understanding of the application of Statistics within Psychology  To help students develop critical thinking for application of appropriate statistical analysis in Psychological research Expected outcomes: Students will be able to understand  The nature of psychological variables and how to measure them using appropriate scale.  The processes of describing and reporting statistical data.  The methods of drawing inferences and conclusions for hypothesis testing by using appropriate statistical analysis.

Core Paper-VI SOCIAL PSYCHOLOGY Introduction: Social psychology is the scientific study of the nature and causes of human behavior in a social context. This course is designed to introduce the students to the field of social psychology, to explain how social psychologists think about and study human behavior; to introduce the body of knowledge and underlying principles that currently exist in the field and to encourage reflection about the implications of social psychology for the situations we encounter in everyday life. Learning Objectives:  To help students develop awareness of the concepts, problems and issues in the discipline of social psychology  To make students understand the individuals and groups in respect to patterns of social behavior and attitudes  To help students gain insight into the dynamics of intergroup relationships, conflict, prejudice and cooperation.  Expected outcomes: Students will be able to  Know the scope of studying social psychology and the methods to gather data in the social context to explain them.  Understand the significance of social cognition, attitudes, stereotypes and prejudices in explaining human behavior in the social contexts.  Understand the significant aspects group behavior and social influence that constitute the core of human relationships. UNIT-I: Introduction (i) Nature, goal, and scope of Social Psychology; Methods of Social Psychology- Observation; Questionnaire, Interview, and Experiment (ii) Social Cognition- Perceiving ourselves: self-concept, self-esteem, self-presentation and self- expression; Perceiving others and forming impressions UNIT- II: Attitude, Prejudice and Stereotypes (i) Attitudes- Nature, characteristics and functions of attitude; Attitude formation and change; Attitude measurement (ii) Prejudice and Stereotypes- Nature and components of prejudice, Acquisition of prejudice, Reduction of prejudice UNIT – III: Group and Leadership (i) Group - Group structure and function, Task performance: Social facilitation, Social loafing; Conformity, Obedience and social modeling; Group cohesiveness. (ii) Leadership- Definitions and functions, Trait, situational, interactional and contingency approaches to leadership; Leadership effectiveness, The charismatic leadership.

UNIT- IV: Social Behavior (i) Pro-social behavior- Cooperation and helping, personal, situational and socio-cultural determinants, Theoretical explanations of pro-social behavior (ii) Aggression- Theoretical perspectives, Trait, situational and social learning approaches, social and personal determinants of aggression, prevention and control of aggression. Practical: (i) Ethical Values: To assess the ethical values of five adolescents by using Donelson’s Ethical Position Questionnaire (EPQ) (ii) Attitude towards Women : To measure the attitude of three boys and three girls towards Women by using Spence, Helmrich & Stapps’ Attitude towards Women scale. Text Books :  Baron R. A & Byrne. D. (2003). Social Psychology. 10th^ Edition, Prentice Hall  Baron. R.A., Byrne, D. &Bhardwaj. G (2010).Social Psychology (12th Ed).New Delhi: Pearson  Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, DivyaPrakashani, Samantarapur, Bhubaneswar.  Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004). Practical Exercises in Psychology: Learning about Yourself and Others. Panchasila, Bhubaneswar Reference Books:  Developments (ICSSR survey of advances in research). New Delhi: Pearson.  Misra, G. (1990).Applied Social Psychology. New Delhi: Sage.  Misra, G. (2009). Psychology in India, Volume 4: Theoretical and Methodological Implications Core Paper- VII ENVIRONMENTAL PSYCHOLOGY Introduction: Environmental psychology is an interdisciplinary field focused on the interplay between individuals and their surroundings. The field defines the term environment broadly, encompassing natural environments, social settings, built environments, learning environments, and informational environments. The course is designed to introduce to the students about all these aspects of environment. Learning Objectives:  To highlight the simultaneous mutual interaction of environment and behavior.  To delineate psychological approaches to the study of environment.  To discuss the impact of ecological degradation and the need for enhanced awareness programs Expected outcomes: Students will be able to  understand the interactional relationships between environment and behavior  understand the problems occurring to ecology and environment at the present time

PSYCHOPATHOLOGY

Introduction: Psychopathology refers to the study of mental illness. This course is designed to expose students to the key concepts in psychopathology as well as the major theories associated with the etiology and treatment of psychological disorders and disabilities. Students will be able to understand the distinction between normal and abnormal and the qualities that are used to differentiate what is typical versus atypical through citations of different disorders. Learning Objectives:  To help students define and understand the basic concepts underlying psychopathology and the perspectives which contributed to the development of modern psychopathology.  To help students understand the assessment techniques for identifying and classifying maladaptive behavior and mental disorders.  To guide students to gain specific knowledge about different types of mental disorders. Expected outcomes: Students will be able to  Understand the differences between normality and abnormality along with the perspectives explaining them.  Know the importance and the use of assessment techniques in identifying different forms of maladaptive behavior.  Learn the symptoms, causes and treatment of anxiety disorders, mood disorders and schizophrenia. UNIT-I: Basics of Pathology (i) Concept of abnormality; Perspectives of abnormal behavior- Psychodynamic, Behavioral, Cognitive, Humanistic-Existential, and Sociocultural (ii) Classification of maladaptive behavior-DSM-IV; Assessment techniques- Diagnostic tests, Rating scales, History taking interview, Projective tests UNIT- II: Anxiety and Mood disorder (i) Symptoms, causes and treatment of Generalized anxiety disorder, Phobic disorder, Obsessive- Compulsive disorder (ii) Depressive disorder – Symptoms, causes and treatment of Bipolar affective disorder, and Dysthymia UNIT- III: Personality Disorders (i) Paranoid, Schizoid, Dissociative, Impulsive (ii) Borderline, Anxious, Avoidance, Dependent personality UNIT – IV: Schizophrenia and Therapies (i) Characteristics, Major subtypes, Causes and treatment of Schizophrenia (ii) Psychodynamic, and Cognitive Behavior therapy.

Practical: (i) Anxiety: Assessment of Anxiety of a subject by Hamilton Anxiety Rating Scale (HARS) (ii) Depression: Assessment of Depression Profile of a subject by Beck’s Depression Inventory (BDI) Text Books:  Carson R.C., Butcher J.N., Mineka, S., & Hooley J.M. (2007). Abnormal Psychology (13th Ed.).ND: Pearson Education.  Irwin G. Sarason, Barbara Sarason (2005). Abnormal Psychology. New Delhi: Prentice Hall Publication  Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, DivyaPrakashani, Samantarapur, Bhubaneswar. Reference Books :  Kring,A.M.,Johnson,S.L.,Davison G.C. & Neale J.M. (2010). Abnormal Psychology (11th Ed.).NY: John Wiley Core Paper IX EDUCATIONAL PSYCHOLOGY Introduction: This course provides an introduction to concepts, theories, and research in educational psychology. The topics covered include cognitive development during the school years, classroom management, instructional approaches, motivation, assessment, and individual differences. Learning Objectives:  To provide students with an overview of the purposes and uses of educational psychology.  To help students understand human development focusing mainly on the years of formal education including those with ability differences  To make students understand the ways that educators motivate their students to learn and strive for excellence  To make students explore the ways that educators manage learning environments to maximize learning and social cohesion Expected outcomes: Students will be able to  Define educational psychology and give examples of the different topics educational psychologists study.  Describe the developmental issues faced by school age children.  Describe the challenges presented by children with ability differences.  Explain the role of motivation on learning and classroom behavior.  Describe classroom management techniques.  Identify commonly used standardized tests, their strengths and limitations, and use in school settings.

Core Paper-X PSYCHOLOGICAL ASSESSMENT Introduction: The course is designed to expose students to a basic understanding about approaches to psychological assessment and develop skill in the administration and interpretation of psychological tests. Learning Objectives:  To train students in various psychological assessment techniques  To impart skills necessary for selecting and applying different tests for different purposes such as evaluation, training, rehabilitation etc.  Expected outcomes: Students will be able to  Understand the basic facts about psychological assessment.  Understand the processes of test construction and standardization.  Understand about the assessment of different types of skills and abilities. UNIT-I: Introduction (i) Nature and Scope of human assessment;Parameters of assessment (ii) Psychological scaling, Methods of scaling UNIT- II: Psychological Tests (i) Principles of test construction and standardization- Item analysis, reliability, validity and development of norms (ii) Types of psychological tests- Individual, group, performance, verbal, nonverbal UNIT – III: Assessment of Ability (i) Assessment of general abilities- Intelligence, interest, interpersonal interaction (ii) Assessment of personality- Use of self-report inventories, interview, projective and non- projective tests UNIT- IV: Classroom Assessment (i) Classroom as assessment context, Traditional tests, Alternative assessment ((ii) Grading and reporting of performance, Computer and assessment Practical: (i) Empathy: To assess the empathy behavior of Five college students using Spreng’s Empathy questionnaire. (i) Sense of Humor: To assess the Sense of Humor of 4 College Students Using McGhee’s Scale of Sense of Humor (MSSH) Text Books :  Anastasi, A. (1988). Psychological Testing. New York: MacMillan  Mishra, G.C. & Others (2018). Psychological Assessment. Kalyani Publisher, New Delhi

Reference Books :  Kerlinger, F.N. (1983). Foundations of Behavioral Research. New York: Surjeet Publications  Minium, E.W., King, B.M. & Bear, G. (1993). Statistical Reasoning in Psychology and Education. New York: John Willey Core Paper XI ORGANIZATIONAL BEHAVIOR Introduction: The course provides an overview of the main fields of organizational and personnel psychology. It focuses on topics such as organizational system; work behavior, attitudes and motivation as related to organizational set up; management of power and politics in the organizations; and finally development and evaluation of human resources for sustainable growth of an organizations. Learning Objectives:  To help students understand the structure, functions, and designs of different organizations.  To make students understand the processes of group decision making and leadership functions in different organizations.  To make students understand the theories of work motivation and related issues of power and politics in the organizational set up.  To help students demonstrate professional skills in the evaluation, management, and development of human resources in the organizations. Expected outcomes: Students will be able to  Understand different concepts and dynamics related to organizational system,behavior, and management.  Identify steps managers can take to motivate employees in the perspectives of the theories of work motivation.  Understand the tricks of power and politics management in the organizations.  Understand significance of human resource development, evaluation and management for the interest and benefit of the organization. UNIT I: Historical context of organizational behavior (i) Contributions of Taylor, Weber and Fayoll; Challenges, Scope and opportunities for OB (ii) OB perspectives-Open system approach, Human relations perspective, Socio-technical approach, OB model responsive to Indian realities UNIT-II: Organization System (i) Structure and functions of organization, Common organizational designs, Management roles, functions and skills (ii) Group decision making processes in organizations, Organizational leadership and types of leadership in organizations

Expected outcomes: Students will be able to  Know the basics of health and illness from the Bio-psychosocial perspectives.  Understand the significance of behavioral and psychological correlates of health and illness.  Understand the significant aspects of coping and importance of health enhancing behavior. UNIT-I: Introduction (i) Goals of Health Psychology, Biopsychosocial model of health and illness (ii) Basic nature of stress, Cognitive appraisal of stressors, Some major causes of stress, Management of stress UNIT- II: Health and Illness (i) Behavioral and psychological correlates of illness, Approaches to promoting wellness, Some common health beliefs and their implications (ii) Models of health- The cognition models- The health belief model, The protection motivation model, Leventhal’s self-regulatory model. UNIT – III: Health and Coping (i) Individual differences in symptom perception, Coping with the crises of illness; Compliance behavior and improving compliance. (ii) Health enhancing behavior- Diet management, Yoga and Exercise UNIT- IV: Health Issues (i) Children health issues- Malnutrition, Immunization, Autism, ADHD (ii) Health issues of women and elderly: Diabetes, Osteoporosis, Alzheimer’s Disease, Depression Practical: (i) Sleep Quality : To assess the Sleep quality of 4 college students The Pittsburgh Sleep Quality Index (PSQI) (ii) Coping Strategies: To assess of the Coping Strategies of 4 college students by Tobin’s Coping Strategy Inventory (TCSI) Text Books :  Taylor, S.E. (2006). Health Psychology (6th Ed.). New York: Tata McGraw Hill  Brannon and Feist. Health Psychology.  Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, DivyaPrakashani, Samantarapur, Bhubaneswar. Reference Books :  Ogden, J. (2007). Essentials of Health Psychology. McGraw Hill.

Core Paper XIII COUNSELING PSYCHOLOGY Introduction: The course is designed to develop entry level counseling psychologists who will be capable of understanding and demonstrating behavior and attitudes in the basic areas of professional counseling. Learning Objectives:  To help students understand and integrate current scientific knowledge and theory into counseling practice.  To make students learn the history and professional issues related to counseling psychology.  To help students integrate and convey information in the core areas of counseling practice.  To help students demonstrate professional behavior in their various roles as counseling psychologists. Expected outcomes: Students will be able to  Understand the purpose of counseling and practice of counseling ethically following different approaches.  Understand the basics of counseling process and use them for counseling students, families, couples, distressed, and handicaps. UNIT-I: Basics of Counseling (i) Meaning, scope and purpose of counseling with special reference to India; The counseling process, counseling relationship, counseling interview (ii) Characteristics of a good counselor, Ethics and values in counseling; Education and training of the counselor UNIT – II: Theories and Techniques of Counseling (i) Psychodynamic approach-Freud and Neo Freudians; Humanistic approach-Existential and Client centered (ii) Cognitive approach- Rational-emotive and transaction analysis;Behavioral approach- Behavior modification; Indian contribution- yoga and meditation UNIT- III: Counseling Programs (i) Working in a counseling relationship, transference and counter transference, termination of counseling relationship, Factors influencing counseling (ii) Student counseling, Emphases, roles and activities of the school, and college counselor. UNIT – IV: Counseling application (i) Family and Marriage Counseling, Family life and family cycle, Models and methods of family counseling (ii) Alcohol and drug abuse counseling; Counseling the persons with Suicidal tendencies, and Victims of Harassment and Violence

Psychology syllabus for every university students, Schemes and Mind Maps of Psychology

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Partial preview of the text

Download Psychology syllabus for every university students and more Schemes and Mind Maps Psychology in PDF only on Docsity!

SYLLABUS FOR UNDER GRADUATE COURSE IN

PSYCHOLOGY

(Bachelor of Arts Examination)

RAMA DEVI WOMEN’S UNIVERSITY

VIDYA VIHAR,BHUBANESWAR- 22

UNDER CHOICE BASED CREDIT SYSTEM

PSYCHOLOGY

PSYCHOPATHOLOGY