ALAGAPPA UNIVERSITY

(Accredited with A+ Grade by NAAC (CGPA : 3. 64) in the Third Cycle) ,

Graded as Category-I University and granted autonomy by MHRD-UGC)

DIRECTORATE OF COLLABORATIVE
PROGRAMMES

M.Sc. Applied Psychology

(With specialization in Clinical Psychology)

(Two Years Programme)

 Name of the programme: M.Sc Applied Psychology(With specialization in
Clinical Psychology)

Duration of the programme: Two years (Four Semesters)

1. Eligibility:

A Pass in any bachelor degree from any recognized University/Institutes, or accepted as

equivalent thereto by the Syndicate. Candidate for admission to M.Sc in Applied
Psychology Shall be required to have passed qualifying examination
For the Degree:
The candidates shall have subsequently undergone the prescribed programme of
study in a institute for not less than two academic years comprising 4 semesters,
passed the examinations prescribed and fulfill such conditions as have been
prescribed therefore.

2. Admission:
Admission based on the marks in the qualifying examination.

3. Duration of the course:

The course shall extend over a period of two years under semester pattern
accounting to four semesters.
4. Standard of Passing and Award of Division:
a. Students shall have a minimum of 50% of total marks of the University
examinations in each subject. The overall passing minimum is 50% both in
aggregate of Continuous Internal Assessment and external in each subject.
b. The minimum marks for passing in each theory / Lab course shall be 50% of
the marks prescribed for the paper / lab.
c. A candidate who secures 50% or more marks but less than 60% of the
aggregate marks, shall be awarded SECOND CLASS.
d. A candidate who secures 60% or more of the aggregate marks, shall be
awarded FIRST CLASS.
e. The Practical / Project shall be assessed by the two examiners, by an internal
examiner and an external examiner.

5. Continuous internal Assessment:

a. Continuous Internal Assessment for each paper shall be by means of Written
Tests, Assignments, Class tests and Seminars
b. 25 marks allotted for the Continuous Internal assessment is distributed for
Written Test, Assignment, Class test and Seminars.
c. Two Internal Tests of 2 hours duration may be conducted during the
semester for each course / subject and the best marks may be considered
and one Model Examination will be conducted at the end of the semester
prior to University examination. Students may be asked to submit at least
five assignments in each subject. They should also participate in Seminars
conducted for each subject and marks allocated accordingly.
d. Conduct of the continuous internal assessment shall be the responsibility of
the concerned faculty.
e. The continuous internal assessment marks are to be submitted to the
University at the end of every year.
f. The valued answer papers/assignments should be given to the students
after the valuation is over and they should be asked to check up and satisfy
themselves about the marks they have scored.
g. All mark lists and other records connected with the continuous Internal
Assessments should be in the safe custody of the institution for at least one
year after the assessment.

6. Attendance:
Students must have earned 75% of attendance in each course for appearing for
the examination.

Students who have earned 74% to 70% of attendance to be applied for

condonation in the prescribed form with the prescribed fee.

Students who have earned 69% to 60% of attendance to be applied for

condonation in the prescribed form with the prescribed fee along with the
medical certificate.

Students who have below 60% of attendance are not eligible to appear for the
examination. They shall re-do the semester(s) after completion of the
programme.

7. Examination:
Candidate must complete course duration to appear for the university
examination. Examination will be conducted with concurrence of Controller of
Examinations as per the Alagappa University regulations. University may
send the representatives as the observer during examinations. University
Examination will be held at the end of the each semester for duration of 3
hours for each subject. Certificate will be issued as per the AU regulations. Hall
ticket will be issued to the 1 st year candidates and upon submission of the
list of enrolled students along with the prescribed course fee, subsequent
2ndyear hall tickets will be issued.

8. Question Paper pattern:

Maximum 75 Marks Duration: 3
Hours
Part A - Short answer questions with no choice : 10 x 2 =
20
Part B – Brief answer questions either / or type [like 1.a [or] b] : 5 x 5 =
25
Part C- Essay – type questions of either / or type [like 1.a [or] b] : 10 x 3 =
30

9. Miscellaneous
 a. Each student posses the prescribed text books for the subject and the
workshop tools as required for theory and practical classes.
b. Each student is issued with an identity card by the University to identify
his / her admission to the course
c. Students are provided library and internet facilities for development of their
`studies.
d. Students are to maintain the record of practicals conducted in the respective
laboratory in a separate Practical Record Book and the same will have to be
presented for review by the University examiner.
e. Students who successful complete the course within the stipulated period
will be awarded the degree by the University.
10.Fee structure
Course fee shall be as prescribed by the University and 50% of the course fee
should be disbursed to University. Special fees and other fees shall be as
prescribed by the Institution and the fees structure must intimated to the
University. Course fees should be only by Demand draft / NEFT and AU has right
to revise the fees accordingly.

11.Semester pattern

Course Fee payment deadline

Fee must be paid before 30th September of the academic year

12.Other Regulations:
Besides the above, the common regulation of the University shall also be
applicable to this programme.
 M.Sc. Applied Psychology
(with specialization in Clinical Psychology)

Subject Course Title of the Course Cred Hou Int Ext Total
Code Code its rs
1.1 Fundamentals of Psychology 4 6 25 75 100

1.2 Theories of Counselling 4 6 25 75 100

1.3 Skills of Counselling 4 6 25 75 100

I
1.4 Psychological Assessment 4 6 25 75 100

1.5 Community Service -1 (Field Work) 6 8 75 25 100

2.1 Life-span Psychology 4 6 25 75 100

2.2 Psychopathology -1 4 6 25 75 100

2.3 Schools of Psychotherapy 4 6 25 75 100

II
2.4 Theories of Personality 4 6 25 75 100

2.5 Community Service -2 (Field Work) 6 8 75 25 100

3.1 Research Methodology 4 6 25 75 100

3.2 Emotional Competency 4 6 25 75 100

III 3.3 Community Service -3 (Field Work) 6 8 75 25 100

3.4 Psychopathology - 2 4 6 25 75 100

3.5 Psychological Therapies 4 6 25 75 100

4.1 Positive psychology 4 6 25 75 100

4.2 Community Service-4 (Field Work) 4 6 75 25 100

4.3 Research Project (Dissertation- 8 10 75 25 100

IV
Specific to Specialization Area)
4.4 Assessment in Clinical Setting 4 6 25 75 100

4.5 Behavioural Therapies 4 6 25 75 100

Total 90 2000
 11 FUNDAMENTALS OF PSYCHOLOGY

Learning outcome: The students will…..

 Gain knowledge on the definition, aims and scope of Psychology
 Be introduced to the key concepts of Psychology
 Possess theoretical base to the forthcoming topics

UNIT I
Psychology: Definition and Meaning. History and Origin of Science of Psychology.
Scope and Application of Psychology. Methods of Psychology. Brief History of
Psychology in India.
Biology of Behaviour: Heredity and Environment. Receptors: The sensory systems.
Effectors: Muscles, Glands. Connector: Nervous System.
UNIT II
Cognitive Processe-1: Types of Attention, Determinants of Attention, Alteration in
Attention. Perception: Meaning & Definition, Principles of Perception, Errors in
perception. Extra-sensory perception.
Memory: Definition, Types, Nature, Factors influencing memory. Theories of memory.
Methods of memorizing. Forgetting: Definition, Types, Theories of forgetting.
UNIT III
Cognitive Processes-2: Thinking: Meaning & Definition, Types of thinking, Levels of
Thinking, Problem Solving, Decision Making, Creative Thinking. Intelligence: Meaning
and Definition, Classification of Intelligence, and Aptitude.
Learning: Meaning and definition. Types of learning. Theories of learning: Trial and
Error learning, Classical and Operant conditioning, Insightful learning
UNIT IV
Motivational and Emotional Process: Motivation: Definition, Types of Motives. Theories
of Motivation: Instinct theory, Drive theory, Arousal theory, Incentive theory, Motives
and Behaviour.
Emotion: Definition, Components of emotion, Theories of emotion – James-Lange
theory, Cannon-Bard theory.
UNIT V
Personality: Definition, Types of personality. Theories of Personality: Freud’s
Psychoanalytic theory, Eric Erickson’s Psychosocial development, Hans Eysenck’s
theory, Albert Bandura’s Social learning theory, Maslow’s Hierarchy of Needs.
Self & Social Identity. Individual differences. Attitudes. Social Influence: Prejudice,
Persuasion, Conformity and obedience. Pro-social Behaviour.
REFERENCE BOOKS:
1. Morgan, C. T., (2015). Introduction to Psychology. New Delhi: McGraw Hill
Education (India) Pvt. Ltd.
2. Sreevani, R. (2013) Psychology for Nurses. New Delhi: Jaypee Medical
Publishers (P) Ltd.
3. Comer, R & Gould E. (2011). Psychology Around Us. Wiley India.
4. S.K. Mangal, S. K., (2009). An Introduction to Psychology. New Delhi: Sterling
Publishers Pvt. Ltd.
5. Siegel, D. J. (1999). The developing mind: Toward a neurobiology of
interpersonal experience. New York: Guilford Press.
6. Hunt, M. (1993). The Story of Psychology. New York: Doubleday.
 12 THEORIES OF COUNSELLING

Learning outcome: The students will…..

 Gain Knowledge on the definition, aims and scope of counselling &

psychotherapy
 Be introduced to the prominent models of counselling & psychotherapy
 Gain knowledge on the important skills of counsellor and awareness on the self
 Will be able to record and document counselling practice

UNIT I
Counselling – Meaning and definition. Difference among Advice, Guidance,
Counselling, and Psychotherapy. History of Counselling and psychotherapy. Objectives
of Counselling. Scope of Counselling and psychotherapy, Principles of Counselling and
psychotherapy
UNIT II
Models of Counselling – Psycho-analytic model of Freud, Non-Directive Model Client-
centered and of Carl Rogers, Skilled Helper Model of Gerard Egan, Micro-Skill Model,
Eclectic& Integrative Models
UNIT III
Barefoot counsellor Model. Comparison among different Counselling Models. Need for
Counselling and psychotherapy in Indian situations. Counselling and psychotherapy in a
multicultural context. Importance of cultural sensitivity in the practice of counselling and
psychotherapy.
UNIT IV
Skills of Counsellor: Genuineness, Respect, Basic Empathy, Advanced Empathy,
Concreteness. Caring confrontation, Self-disclosure, Immediacy. Code of Ethics -
Relevant to the practice of Counseling, Importance of Self-care.
UNIT V
Importance and Benefits of Records. Verbatim Model and Log Model. Reading Reaction
Reports. Importance of Mentoring in Counselling & Psychotherapy: Supervision.
Benefits of Supervision. Importance of Personal awareness and Growth, Healed Healers.
Internal Assessment: Submission of Reading Reaction Report (RRR), Practice of skills
and techniques in the study group and sharing the experiences will be assessed in the
internal assessment, along with class tests.
REFERENCE BOOKS:
1. Corey, Gerald (2013) Theory and Practice of Counselling and Psychotherapy:
Cengage Learning. India. (9th Edition)
2. Seligman, Linda &Reichenberg, Lourie, W. (2010) Theories of Counselling and
Psychotherapy. Pearson. India
3. Rao, Narayana (1981) Counselling Psychology, Bombay, Tata-McGraw-Hill,
4. Prasantham, B.J. (1987) Therapeutic Counselling, Vellore, Christian Counselling
Centre. Tamilnadu
5. Antony, D. John. (2009) Principles and Practice of Counselling. Anugraha
Publications, Dindigul.
6. Feltham.C& Horton. I (2000). Handbook of Counselling and Psychotherapy, Sage
Publications. London.
7. Joe Currie, Barefoot Counsellor, Asian Trading Corporation, Bangalore, 2009
8. American Psychological Association. (2002) Ethical principles of psychologists
and code of conduct. American Psychologist.
9. Hall, C.S., Lindzey, G. & Campbell J.B. (1998 ). Theories of Personality. Wiley
4th Edition
 13 SKILLS OF COUNSELLING

Learning outcomes: The students will….

 Be introduced to the Micro-skill Models Steps of counselling.
 Gain knowledge on the facilitative dimensions and action-oriented dimensions of
counselling process.
 Will be able to understand the body language, emotions and various therapies
 Possess practical knowledge on presenting problems and diagnosed problems
 Gain knowledge on the important skills in counselling

UNIT I
Introduction. Definition and Meaning. What is Micro Skill Models. Micro-skill Model
Steps 1& 2 welcoming the client: Make the client comfortable with a small talk,
Counselee’s task, Observing the body language: Body speaks most, Body speaks a
language, displaced activities, Energy level, Eye-scanning, Breathing (Calibration),
Various Gestures, and Attending: Physical attending, Modalities of physical attending,
Encouragements to talk, Handling silence.
UNIT II
Micro-skill Model Steps 3 & 4: Letting the client tell the story: Let the client tell the
story: Expressing, Levels of expression, Types of problem situation, Listening. Reflect
the content of what the client said: Responding, Helping skills pre-test, Kinds of
responses as per EISPU, Understanding or paraphrasing response, Reflect the content,
Kinds of responses as per ego-states.
UNIT III
Micro-skill Model Steps 5 & 6: Reflect the Feelings, Reflect the deeper feeling, Allow
the client to speak sufficiently on the feeling, Facilitate the client to release strong
negative feelings like Grief, Anger, Guilt. Pinpointing the problem: Four problem areas.
UNIT IV
Micro-skill Model Step 7, 8 & 9: Personalizing, Re-framing, Alternative Frame of
Reference, and Employing problem-solving techniques, behavioral strategies, and action-
programs
UNIT V
Micro-skill Model Step 10, 11 & 12: Insights. Defining and Operationalizing the goal,
SMART Goals Making contracts and Evaluating. Review and synthesis

Internal Assessment: Practice of skills and techniques in the study group and sharing the
experiences and knowledge of body language, and class tests will form the internal
assessment.
REFERENCE BOOKS:
1. Antony, D. John (2009), Principles and Practice of Counselling. Anugraha
Publications, Dindigul, Tamil Nadu
2. Corey, Gerald (2009) Counselling and Psychotherapy: Theory and Practice.
Cengage Learning. India.
3. Seligman, Linda &Reichenberg, Lourie, W. (2010) Theories of Counselling and
Psychotherapy. Pearson. India
4. Antony D. John, (2011), The Body Never Lies: The basics of Body Language,
Guru Publications, Dindigul.
5. Burnard, Philip (1999) Counselling Skills Training: A Sourcebook of Activities.
Viva Books Private Ltd. Chennai
 14 PSYCHOLOGICAL ASSESSMENT

Course Objective:

 To acquaint students with concept of Psychological assessment and to develop the

ability to administer, score and interpret the various Psychological tests used for
intelligence, ability and personality assessment. Four tests to be administered by
the students.

UNIT I
Introduction and history of psychological testing: Meaning and Definition. Objectives of
psychological testing. Importance of Psychological tests. Types of assessment:
Biological (Autonomic), Psychological and Electronic. Applications and issues in
psychological testing. Pscyological assessment: Meaning, Definition, Types of
assessments. Significance of psychological assessment.

Unit II
Types of tests, Scales, Batteries, MSE, Ethical and professional standard for tests in
counselling. Cultural sensitivity in Test administration. Skills involved in Test
administration

UNIT III
The Eysenck Personality Questionnaire-Revised (EPQ-R), Self-Concept Rating Scale
(13-26 Years), Academic Self–Concept, Inventory of Self-actualization Characteristics
(ISAC), FIRO-B, FIRO-F, Keirsey Temperament Sorter. Rosenberg Self-esteem Scale.

UNIT IV
Genogram, Sociogram, Egogram, Strokogram, Multimodal Life History Questionnaire,
Index of Parental Attitudes (IPA-Fischer). Attachment Styles Questionnaire, Conflict
management, Adjustment Inventory

UNIT V
Problem Solving Ability Test, Levels of Aspiration, Life Orientation Scale, Wide Range
achievement test, Academic Resilience Scale. Tests relevant to Learning Problems,
Vocational interest scales and Job satisfaction Scales

References:
1. Anastasi; A. & Urbina, S. (1977). Psychological testing. N J: Practice Hall.
2. Gegory, J. R. (2004). Psychological testing: History, principles and applications.
Allyn & Bacon.
3. Kaplan, R.M. & Saccuzzo, D. P. (2005). Psychological testing: Principles,
applications and issues (6th edition) US: Thomson-Wadsworth, Cenage Leading
India Pvt Ltd.
4. Kline T.J.B (2005). Psychological testing: A practical approach to design and
evaluation. Sage Publication lnc.
5. Silva, F. (2005). Psychometric foundation and behavioral assessment. Sage
Publications Inc.
 15 COMMUNITY SERVICE-1(FIELD WORK)

Course Objective:

An important part of one’s preparation as a counsellor includes actual counselling

sessions performed under the supervision of a faculty member or experienced counsellor.
In the Field Work – 2, a student will see individual clients in the counselling skills
practice sessions as well as in appropriate settings likes schools, colleges, hospitals,
NGO’s and other mental health related settings.
The student is expected to complete 20 days or 100 hours of supervised counselling
experience in an appropriate professional setting. The Field work shall be undertaken
weekly once (20 visits), or a spell of 10 days continuous work in two spells covering 100
hours of work. Their field work will be supervised by the regular assessment of
counselling progression and case study presentation.
Evaluation is based on student skills and competence of counselling skills assessed
through the record work and viva voce.The internal assessment will carry 75 marks while
the external viva voce will carry 25 marks.
 21 LIFE-SPAN PSYCHOLOGY

Learning outcomes: The students are guided

 To familiarize with the important developmental theories to help expertise of a
counsellor.
 To become aware of the details involved in human development in different
stages.
 To be able to assess the strength and challenges of human development in
different stages so as to understand and help the client.

UNIT I
Introduction: Meaning and definition of life-span psychology. Dimensions of
developmental psychology, Foundations of development across the life span.Applied
developmental science.
Development Theories: Elizabeth Hurlock, Robert Kegan, Sigmund Freud, Erik Erikson,
Abraham Maslow and Jean Piaget, Lawrence Kohlberg.
UNIT II
Infancy: Physical development. Cognitive development. Infant perception and cognition,
social and emotional development in infancy, stress and emotion in early childhood,
diversity in care-giving contexts.
UNIT III
Childhood: Physical development. Cognitive development in childhood, language
development in childhood, emotion and personality development in childhood, social
development and social relationships in middle childhood, the cultural context of child
development.
UNIT IV
Adolescence: Physical development- puberty, sexuality, and health. Cognitive
development in adolescence, emotional and personality development in adolescence.
Moral development. Important concerns: positive behaviours, problem behaviours, and
resiliency in adolescence, relationships with parents and peers in adolescence.
UNIT V
Adulthood and aging: Physical development- disease, health, and aging. Cognitive
development in adulthood, personality development in adulthood and old age, social
relationships in adulthood and old age, disabilities and development, applied
developmental science of positive human development, successful aging.

REFERENCE BOOKS:
1. Santrok, J. W., (2007). Life-Span Development (3 rdEdn). New Delhi: TATA
McGraw-Hill Publishing Company Ltd.
2. Hurlock, Elizabeth B. 1987. Developmental Psychology. New Delhi: Tata-
McGraw-Hill.
3. Papalia, E. E., Olds, S. W., & Feldman, R. D., (2007). Human Development
(9thEdn) New Delhi: TATA McGraw-Hill Publishing Company Ltd.
4. Sigelman, C. K. & Rider, E., (2005). Life-span Human Development
(International edition). USA: Wadsworth Publishing Co Inc.
5. Brim, O. G., Jr., & Kagan, J.(Ed.). (1980). Constancy and Change in Human
Development. Cambridge, MA: Harvard University Press.
6. Lerner, R. M. (2002). Concepts and Theories of Human Development (3rd ed.).
Mahwah, NJ: Erlbaum.
 22 PSYCHOPATHOLOGY-1

Learning Outcomes: The students will….

 gain knowledge about DSM-V and ICD-10
 get knowledge about anxiety, Bipolar and related disorders and depressive
disorders
 able to learn Schizophrenia and other psychotic disorders
 be able to assess and identify psychopathologies and make use of various schools
of treatment

UNIT I
Psychopathology- Meaning, definition and History. Classification – Psychosis and
Neurosis. Development of the Diagnostic and Statistical Manual (DSM V) and the
International Classification of Diseases (ICD 10). Mental Status Examination – General
Description, Emotions, Perceptual disorders, Disorders of Thought Process and Memory.
UNIT II
Anxiety Disorders-Meaning and definition. Panic disorder – Agoraphobia, Specific
Phobia, Social Phobia–diagnostic criteria and differential diagnosis. Obsessive-
compulsive disorder. Post-traumatic Stress Disorder, Acute Stress Disorder. Generalized
Anxiety Disorder. Induced Anxiety Disorder. Separation Anxiety Disorder and Selective
Mutism. Psychotherapeutic approach in Treatment.
UNIT III
Bipolar and Related disorders and Depressive Disorders-Meaning and definition.
Unipolar and Bipolar mood disorders. Mood episodes – major depressive, manic, mixed
and hypomanic. Mood disorders – depressive disorders, Dysthymic disorder, other
depressive disorders. Specifies related to mood disorder. Substance related disorders,
Addictive disorders, Substance -induced disorders. Cyclothymic disorder.
Psychotherapeutic approach in Treatment.
UNIT IV
Schizophrenia and other Psychotic Disorders. Schizophrenia – Kurt Schneider’s first-rank
symptoms, diagnostic criteria, Positive and negative symptoms. Differential diagnosis
and Schizophrenia subtypes: paranoid schizophrenia disorganized, or hebephrenic
schizophrenia, catatonic schizophrenia, childhood schizophrenia. Schizoaffective
disorder.Schizophreniform disorder. Delusional Disorder. Psychotic Disorders – brief,
shared, substance induced. – Course and outcome of Schizophrenia. Decision-tree for
differential diagnosis. Psychotherapeutic approach in Treatment.
UNIT V
Various schools of Treatment. Treatment – Pharmacotherapy, Psychodynamic
Psychotherapy, Behaviour Therapy, Cognitive-behaviour therapy and Interpersonal
therapy. Integrative approaches: Combining medications and Psychotherapy.
REFERENCE BOOKS:
1. Antony, D. John, (2006) Mental Disorders encountered in Counselling, Dindigul:
Anugraha Publications.
2. American Psychiatric Association. Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). Washington, DC.
3. Blashfield, R. K. (1984). The Classification of Psychopathology. New York:
Plenum.
4. World Health Organization. The ICD-10 Classification of Mental and Behavioural
Disorders: Clinical Descriptions and Diagnostic Guidelines. Geneva: World
Health Organization, 1992.
 23 SCHOOLS OF PSYCHOTHERAPY

Learning outcome: The students will…..

 Gain Knowledge on the various schools of psychology and psychotherapy
 Able to have a holistic picture of the prominent theories of personality and the
corresponding psychotherapy
 Will possess a theoretical foundation for the application of various techniques of
counselling.

UNIT I
Psychodynamic Psychotherapy: Meaning and definition. Freud - Psychoanalytic therapy,
Carl Gustav Jung – Analytic Psychotherapy. Alfred Adler – Adlerian Therapy.
Contemporary Psychodynamic Psychotherapies – Ego Psychology, Object relations.
UNIT II
Behaviour Psychotherapy: Meaning and definition. Ivan Pavlov – Classical
Conditioning. B.F. Skinner – Operant Reinforcement theory. Bandura – Social Learning
theory. William Glasser – Reality Therapy. Arnold A.Lazarus – Behaviour Therapy.
UNIT III
Cognitive-Behavioral Psychotherapy: Meaning and definition. Albert Ellis – Rational
Emotive Behaviour Therapy (REBT). George A. Kelly – Personal Construct Counselling
and Psychotherapy. Aaron T. Beck – Cognitive Therapy. Donald Meichenbagum –
Cognitive Behaviour Modification.
UNIT IV
Humanistic-Existential Psychotherapy. Viktor Frankl – Logo therapy. Theory of Rollo
May. Carl R. Rogers – Person-Centered Counselling and Psychotherapy.Arthur Janov –
Primal Integration Counselling and Psychotherapy. Interpersonal Psychotherapy: Eric
Berne – Transactional Analysis. Family Systems Therapy of Murray Bowen.
UNIT IV
Post-Modern Approaches. Solution focused brief therapy, Narrative Therapy, Feminist
Therapy, Positive psychology and Well-being approach to psychotherapy
Internal Assessment: Internal assessment is made on Group Discussion, Presentation
(Peer learning and teaching), and class tests
REFERENCE BOOKS:
1. Antony, D. John (2003) Psychotherapies in Counselling, Nochiodaipatti, Dindigul,
Anugraha Publications.
2. Corey, Gerald (2009) Counselling and Psychotherapy: Theory and Practice.
Cengage Learning. India.
3. Seligman, Linda &Reichenberg, Lourie, W. (2010) Theories of Counselling and
Psychotherapy. Pearson. India.
4. Duane P. Schultz & Sydney Ellen Schultz. (2016).Theories of Personality.
CengageLearnig, India.
5. Snyder, C. R., & Lopez S.J. Handbook of Positive Psychology (2002) Oxford
University Press. New York
24 THEORIES OF PERSONALITY

Course Objectives
 To enable the students to understand the need for the concept of personality and its
appraisal by various techniques
 To understand the various approaches to understand human personality
 To understand the dynamics one’s own personality and thus grow in maturity and
to facilitate the same in others.

UNIT I
Sigmund Freud’s Classical Psychoanalytic Theory: The structure of personality – the id,
the ego, the superego; the dynamics of personality – instinct, the distribution and
utilization of psychic energy, anxiety; the development of personality – identification,
displacement, the defense mechanisms of the Ego; stages of development – the oral stage,
the anal stage, the phallic stage. Carl Jung’s Analytic Theory: The Structure of
Personality: The Ego, the personal unconscious, the collective unconscious, archetypes,
the persona, the anima and the animus, the shadow, the Self, the attitudes, the functions,
interactions among the systems of personality. The Dynamics of Personality: psychic
energy, the principle of equivalence, the principle of entropy, the use of energy. The
Development of Personality: causality vs. teleology, synchronicity, heredity, stages of
development, progression and regression, the individuation process, the transcendent
function, sublimation and repression, symbolization.

UNIT II
Social Psychological Theories:Adler: Fictional finalism, striving for superiority,
inferiority feeling and compensation, social interest, style of life, the creative self,
neurosis. Erik Erikson: The Psychosocial Theory of Development: basic trust vs. basic
mistrust (hope), autonomy vs. shame, doubt (will), initiative vs. guilt (purpose), industry
vs. inferiority (competence), identity vs. identity confusion (fidelity), intimacy vs.
isolation (love), generativity vs. stagnation (care), integrity vs. despair, disgust (wisdom);
a new conception of the ego.

UNIT III
Gordon Allport and the Individual: The structure and dynamics of personality:
personality, character, and temperament, trait, intentions, the proprium, functional
autonomy, the unit of personality. The development of personality: The infant,
transformation of the infant, the adult. Raymond Catell’s Factor-Analytic Trait Theory:
The nature of personality: A structure of traits, the development of personality – traits,
ability and temperament traits, dynamic traits; The development of personality: heredity-
environment analysis, learning, integration of maturation and learning, the social context.

UNIT IV
Abraham Maslow: Assumption about human nature, hierarchy of needs. Carl Roger’s
Person-Centered Theory: The Structure of Personality – the organism, the Self, organism
and Self: congruence and incongruence; The Dynamics of Personality; The Development
of Personality.

UNIT V
B. F. Skinner’s Operant Conditioning: The Structure of Personality, The dynamics of
personality, the development of personality – classical conditioning, operant conditioning
schedules of reinforcement, secondary reinforcement, stimulus generalization and
discrimination. Albert Bandura and Social Learning Theories: Reconceptualization of
reinforcement, principles of observational learning – attentional processes, retention
processes, production processes, motivational processes; reciprocal determinism; The
Self-System – self-observation, judgemental process, self-reaction; applications to
therapy; Self-efficacy.

Text Book
1. Hall, Calvin S. & Lindzey, Gardner. Theories of Personality. Singapore: John
Wiley & Sons, 1978.

Reference Books
1. Allport, G. W. Pattern and growth in personality. New York: Holt, Rinehart and
Winston, 1961.
2. Catell, R. B. Personalilty: A systematic, theoretical, and factual study. New York:
McGraw-Hill, 1950.
3. Eysenck, H. J. The structure of human personality. London: Methuen, 1970.
4. John Antony, D. John Psychotherapies in Counselling. Nochiodaipatti, Dindigul,
Anugraha Publications, 2003.
 25 COMMUNITY SERVICE-2 (FIELD WORK)

Course Objective:
In line with the principle of field work, the students will undertake second field work in
the second semester. Under the supervision of a faculty member or experienced
counsellor, the students in the Field Work – 2, will engage in offering counselling in
various settings.

The student is expected to complete 20 days or 100 hours of supervised counselling

experience and administering one or two psychological tools and assessment in an
appropriate professional setting. The Field work shall be undertaken weekly once (20
visits), or a spell of 10 days continuous work in two spells covering 100 hours of
counselling and counselling related works.

Evaluation is based on student skills and competence of counselling skills assessed

through the record work and viva voce.
 31 RESEARCH METHODOLOGY
Learning outcomes: The students will….

 Acquire understanding of research methods

 Gain knowledge about research statistical applications
 Be able to conceptualize research projects
 Acquire knowledge about report writing and scope of research in counselling and
psychotherapy

UNIT I
Research – meaning, definition and objectives. Scientific Method – meaning, definition,
assumption, criticism. Types of Research. Research Approaches. Significance of
Research. Research Methods vs Research Methodology. Scope of Research in
Counselling & psychotherapy. Ethics in Research. Stages in Research.
UNIT II
Identification and formulation of research problem. Statement of Objectives. Literature
Review. Hypotheses – types, criteria of a good hypothesis. Variables. Operational
definition. Research Design – meaning, definition and criteria, Factors influencing the
choice of research design, Types of research design.
UNIT III
Sources of data – Primary and Secondary. Data Collection – Methods and tools.
Observation. Interview guide, Interview Schedule, Questionnaire, electronic tools for data
collection. Pilot study and Pre-test. Sampling - types, sampling size and sampling error.
UNIT IV
Statistics – definition, meaning and its importance. Levels of Measurement – Nominal,
Ordinal, Interval and Ratio. Measures of central tendency – Mean, Median and Mode.
Measures of Dispersion – range, quartile deviation, Standard Deviation. Karl Pearson’s
co-efficient of correlation, Spearman’s Rank correlation. Testing of Hypotheses (Only
theory and not problems) – application and uses of Chi Square, Student’s “t,” “Z” test.
ANOVA. Scaling techniques – Thurstone, Likert, Bogardus. Reliability and Validity of
Scales. Items writing. Factor Analysis (Only theory).
UNIT V
Report Writing – objectives, types. Content of an Academic Research Report.
Documenting models related to footnotes, Reference, Bibliography. Preparation of
abstract. Preparation of a Research Proposal. Planning and Organization of research in
counselling areas.
Note: Preparation of the research proposal and the methodological review of earlier
research shall be given for internal assessment.

REFERENCE BOOKS:
1. Singh, A. K. (1986). Tests, measurements and research methods in behavioural
sciences. New Delhi: Tata McGraw-Hill.
2. Kothari, C. R. (2004). Research methodology: Methods and techniques. New
Delhi: New Age International.
3. Mangal, S. K., &Mangal, S. (2013). Research methodology in behavioural
sciences. PHI Learning Pvt. Ltd.
4. Neuman, W. L. (2013). Social research methods: Qualitative and quantitative
approaches. Pearson education.
5. Kaplan, M.R. &Saccuzzo. (2013) Psychological Assessment and Theory and
Using Psychological Tests. Cengage Learning.
6. Gupta K.R. (2016) Statistical methods in education and psychology, Atlantic
publishers and distributors.
 32 EMOTIONAL COMPETENCY

Learning Outcomes: The students will….

 Be able to understand the basic components of emotions, classifications of
emotions, characteristics of emotions, functions of emotions and theories of
emotions.
 Get knowledge on techniques of emotions such as fear, anger and sadness.
 Gain knowledge on Emotional maturity, Emotional Quotient and Testing EQ.

UNIT I
Introduction To Emotions-What are Emotions-Basic Components of Emotion,
Classifications of Emotions- Characteristics of Emotions- Functions of Emotions-
Theories of Emotions.
UNIT II
Techniques in Handling Emotions - Fear - Object of Fear, Relationship with Other
Emotions, Anxiety. Interplay of fear and hope - uncertainty in fear - The Functions of
Emotions, Traumatic incident reduction therapy, V.K.D, Handling Fear.
UNIT III
Anger-Specific Undeserved Offences, Specific Act, Concrete Threat - Boundary,
Blameworthiness, Motivational Component. Anger Management.
UNIT IV
The Impact of Sadness, the State of Self Focus in Sadness- The State of Passivity in
Sadness. Functions of sadness- Handling Sadness.
UNIT V
Emotional Maturity: Meaning, Definition and characteristics- Positive emotions:
Happiness. Emotional Quotient, Testing EQ- and the Different Scales to Measure
Emotional Intelligence.

REFERENCE BOOKS:
1. Arnold, Magda B (Ed0. Feelings and emotions, New York, Academic press, 1970.
2. Strongman, K.T., The psychology of emotions, 3rd Ed.New York: John Wiley &
Sons, 1987.
3. Antony, D John (2005) Emotions in Counselling, Dindigul: Anugraha
Publications.
4. Antony, D John (2009) Principles and Practices of counselling, Dindigul:
Anugraha Publication.
5. Singh, Dalip, (2003), Emotional Intelligence at Work: A Professional Guide, New
Delhi, A division of Sage Publications.
 33 COMMUNITY SERVICE-3 (FIELD WORK)

Course Objectives:
In line with the progressive nature of the field work, the third field work students are
expected to manifest competence and clarity in their knowledge and practice. The student
is expected to complete 20 days or 100 hours of supervised field experience (counselling
practice, preparing/offering a seminar on special area of interest, peer-teaching and
support).
Evaluation is based on student skills and competence of counselling skills assessed
through the record work and viva voce. The internal assessment will carry 75 marks
while the external viva voce will carry 25 marks.

34 PSYCHOPATHOLOGY -2

Learning Outcomes: The students will….

  Be able to learn personality disorders, dissociative disorders, and somatoform
disorders.
 Assess and identify the disruptive, impulse control and conduct disorders and
eating disorders.
 Get knowledge about sleep wake disorders and sexual disorders

UNIT I
Personality Disorders-General Diagnostic Criteria, Aetiology, Risk and Prognostic
factors. Cluster A Personality Disorders – Paranoid, Schizoid and Schizotypal. Cluster B
Personality Disorders – Antisocial, Borderline, Histrionic and Narcissistic. Cluster C
Personality Disorders–Avoidant, Dependent and obsessive-Compulsive.
Psychotherapeutic approach in Treatment.
UNIT II
Dissociative Disorders-Meaning of the concept, difference between dissociation and
repression. Dissociative amnesia. Dissociative fugue. Dissociative identity disorder. De-
personalization/De-realisation disorder, Dissociative Disorder and Dissociative trance.
Differential Diagnosis. Psychotherapeutic approach in Treatment.
Substance related disorders. Delirium, Dementia and Amnestic and other cognitive
disorders.
Psychotherapeutic approach in Treatment.
UNIT III
Disruptive, Impulse Control and Conduct Disorders-Common features. Intermittent
explosive disorder. Kleptomania. Pyromania. Pathological gambling. Trichotillomania.
Disruptive and Conduct disorders. Psychotherapeutic approach in Treatment.
Somatoform Disorders. Conversion disorder. Pain disorder, Hypochondriasis. Body
dysmorphic disorder. Psychotherapeutic approach in Treatment.
UNIT IV
Sleep-Wake Disorders-Dyssomnias, Parasomnias, Sleep disorder due to a general medical
condition, substance-induced sleep disorder. Insomnia, Narcolepsy, Hypersomnolence
Disorder, Sleep apnea, Sleep hypopnea, REM. Psychotherapeutic approach in Treatment.
Sexual Disorders-Sexual desire disorder, Sexual arousal disorder, Orgasmic Disorder,
Sexual pain disorder, Substance-induced sexual dysfunction.Paraphilias.Gender Identity
Disorder.
UNIT V
Eating Disorders-Anorexia nervosa, Bulimia nervosa, Obesity. Adjustment Disorders –
diagnosis and treatment. Factitious Disorders–diagnosis and treatment. Psychotherapeutic
approach in Treatment.
Autism, Spectrum disorders, ADHD, Intellectual and Developmental Disabilities (IDD),
Specific Learning Disability (SLD), Diagnosis and treatment. Psychotherapeutic
approach in Treatment.
REFERENCE BOOKS:
1. Antony, D. John, (2006) Mental Disorders Encountered in Counselling, Dindigul:
Anugraha Publications.
2. American Psychiatric Association. Diagnostic and Statistical Manual of Mental
Disorders (5th ed.). Washington, DC.
3. Blashfield, R. K. (1984). The Classification of Psychopathology. New York:
Plenum.
4. Kraepelin, E. Clinical Psychiatry: A Textbook for Students and Physicians (A.R.
Diefendorf, Trans.). London: Macmillan.
5. Alexander, F. G., &Selesnick, S. T. (1966). The History of Psychiatry. New
York: Harper & Row.
6. World Health Organization. The ICD-10 Classification of Mental and Behavioural
Disorders: Clinical Descriptions and Diagnostic Guidelines. Geneva: World
Health Organization, 1992.

35 PSYCHOLOGICAL THERAPIES

Learning Outcomes:
  To impart knowledge on the development of therapeutic models psychological
therapies
 Familiarize the students with therapeutic procedures of helping the behaviourally
impaired

Unit I:
Introduction: definition of psychological therapies; unique features of psychological
therapies; importance of combining medication and psychological therapies; scope of
psychological therapies; limitation of psychological therapies; application of
psychological therapies; ethical issues

Unit II:
Psychoanalytic Psychotherapy: Contribution of Freud – Free association. Dream
interpretations, Talk Therapy - Working through Resistance, Transference and Counter
Transference. Neurosis, working through Termination and the concept of unfinished work

Unit III
Humanistic Psychotherapy: Contribution of Carl Rogers- Client Centred approach-
unconditional positive regard, accurate empathy Genuineness and congruence, Self-
awareness,Self-actualization.

Unit IV:
Cognitive Behaviour Therapies: Contribution of Albert Ellis - Therapeutic techniques
based on classical, operant and modelling theories, Relaxation training; muscular
relaxation; Meditation; Flooding; Systematic Desensitization; Paradoxical Intention;;
Assertiveness training.

Unit V
Inter Personal Therapies: Transaction Analysis- Murray Bowen - Family Therapy:
“Identified Patient”, Conjoint Family Therapy, Structured family therapy. Couples
Counselling: Mutual need gratification, Social role expectations, communication patterns,
other interpersonal factors, skills in problem solving.

Suggested Practical:

The students may outline the treatment a case of phobia/problematic behaviour using
systematic Desensitization or other behavioural techniques. They are expected to submit a
handwritten record

References
1. Bellack, A.S., Herson, M & Kazdin, A.E. (1983).International Handbook of
Behaviour Modification And Therapy; New York; Plenum Press.
2. Bergin, A.E. & Garfield, S.L. (1994). Handbook of Psychotherapy and
Behavioural Change. 4th ed. N.Y. Wiley.
3. Jones, C.C. (1993) Family Systems Therapy, Wiley Norcross
4. J.C. (1980). Handbook of Psychotherapy Integration New York: Basis Books.
5. Spiegler. M.D. (1997). Contemporary Behaviour Therapy. New Delhi. Sage
Publications.
 6. Steven J.L. & John. P.G. (1985). Contemporary Psychotherapeutic Models and
Methods. Ohil, Charles E. Merrit.
7. Wolberg. L.R. (1989). The Technique of Pychotherapy. Vol. I & II London,
Warburg and Heinmann.
8. Lane D. & Miller. A. (1992). Child and Adolescent Therapy. A Handbook Milton
Keynes open Univ. Press.
9. Sarason I.G. & Sarason B.R. (2000). Abnormal Psychology. Prentice Hall of India
Pvt. Ltd. New Delhi.
10. Colemom J.C. Butcher J.N. and Carson B.C. Abnormal Psychology and Modern
Life, 12th edition. Scot, Foresman and Company.
11. Gabbarel, G.O., Beck, J.S., & Holmes, J. (2007). Oxford Text Book of
Psychotherapy. New York: Oxford University Press.
12. Stein, S.M. Hough, R. & Stein, J. (1999). Essentials of Psychotherapy. UK:
Hodder Arnold Publishers.
13. Garfield, S. L. and Bergin, A. E. (1986) Handbook of Psychotherapy and
Behaviour change (III Edn) John Wiley & Sons New York
14. Rimm, D. C. and Masters, J. C. (1979) Behaviour Therapy, Academic Press, New
York

41 POSITIVE PSYCHOLOGY

Learning Outcome: The student will....

  Be Introduced to prominent current and effective techniques
 Identify the theoretical underpinnings of the modern trends in counselling.
 Learn to apply various techniques in counselling practice
 recognize ways of pursuing counselling via psycho-education
UNIT 1
Positive Psychology: History and Development. The Contribution of Humanistic
psychologists- Abraham Maslow- Martin Seligman and his followers. Three pillars of
Positive Psychology. The characteristics of positive psychology. What is positive
psychology, and what is it not?
UNIT II
The pursuit of well being-Two Traditions. Hedonic and Eudaimonic perspective of
wellbeing. comparing hedonic and eudaimonic views of happiness. Holistic view of
well-being. Individual and collective well-being.
UNIT III
Well-being Perspectives: VIA: Development and its usefulness - Flow: Nature and its
usefulness in everyday life situation- Meaning: Importance and usefulness - Hope:
Definition and application- Gratitude: Importance and usefulness- Resilience: Definition
and Application – Altruism: Importance and usefulness
UNIT IV
Living well at every stages of life- 12 stages of Life. Pre-birth: potential - Birth: Hope-
Infancy : vitality - Early Childhood: Playfulness - Middle childhood: Imagination - Late
childhood: ingenuity
UNIT V
Living well at every stages of life- 12 stages of Life. Adolescence: Passion - Early
adulthood: Enterprise - Middle ages: Contemplation, - Mature adulthood: Benevolence -
Late adulthood: Wisdom - Death and dying: Life- The Role of Positive Psychology in
Counseling and psychotherapy

REFERENCE BOOKS
1. Steve, B.R. & Marie, C.K. (2009). Positive Psychology. Dorling Kindersley:
India.
 2. Boniwell, I. (2006). Positive Psychology in a Nutshell. PWBC (Personal Well–
Being Centre).
3. Snyder. R, S.(2007). Positive Psychology: The Scientific & Practical exploration
of human strengths. New Delhi: Sage Publications.

Recommended Readings:
1. Linley, P. A. & Joseph, S. (eds.) (2004). Positive psychology in practice.
2. Peterson, C. (2006). A primer in positive psychology. New York: OUP.
3. Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A
handbook and classification. New York: OUP.
4. Seligman, M. E. P. & Czikszentmihalyi, M. (2000). Positive psychology: An
Introduction, American Psychologist, 55, 5-14.
5. Snyder, C. R. & Lopez, J. (2002): Handbook of positive psychology. Oxford

42 COMMUNITY SERVICE - 4

FIELD PRACTICUM (SUMMER PLACEMENT)

Course Objectives:
In line with the progressive nature of the field work, the fourth field work in the final
semester focuses on the integration and synthesis of their learning and practice in the last
three semesters. Students are expected to manifest competence and clarity in their
knowledge and practice. The student is expected to complete 20 days or 100 hours of
supervised field experience (counselling practice, preparing/offering a seminar on special
area of interest, peer-teaching and support). A comprehensive presentation of the subjects
learned (an internal viva on the entire syllabus of four semesters) by the student forms the
component of the field work. The Field work shall be undertaken weekly once (20
visits), or a spell of 10 days continuous work in two spells covering 100 hours of work.

Evaluation is based on student skills and competence of counselling skills assessed

through the record work and viva voce. The internal assessment will carry 75 marks
while the external viva voce will carry 25 marks.

43 RESEARCH PROJECT (DISSERTATION – SPECIFIC TO

SPECIALIZATION AREA)

Course Objectives:
The paper aims at developing a research mind-set among the students and to prepare them
for further research in their area of study. Students are expected to select a research
problem in the specific field of counselling and psychotherapy, and prepare a research
design by the end of III semester. Selection of the problem for the study is at the
discretion of the student. However while formulating the research problem, the student
shall get the guidance from the research supervisor assigned to guide the research work.
Students are expected to maintain a Research Log book and clearly note down the nature
of meeting with the research guide with date and time. The draft research work shall be
submitted for the scrutiny of the research supervisor.
The project report will be submitted to Alagappa University by the end of the IV
Semester, as partial fulfilment of the requirements for the award of the Master’s degree in
applied psychology. The internal assessment will carry 75 marks while the external viva
voce will carry 25 marks

44 ASSESSMENT IN CLINICAL SETTING

Course Objectives:

 To acquaint the students with the symptoms, etiology of different types of

abnormal behaviour.
 To develop skills in diagnosing and helping the behaviourally disturbed
 To acquaint the students with treatment strategies and rehabilitation process

Unit I.
Assessment: Definition - Difference between assessment and intervention- Importance
of assessment in clinical setting – Objectives of assessment in clinical setting -
Classification of Disorders: DSM and ICD - Mental Status Examination (MSE)- Case
Study. Role of psychological testing in assessment.

UNIT II
Assessment Strategies and Protocols: Risk assessment instruments- Questionnaires and
scaling techniques - Interview based on grounded theory methodology - Experimental and
clinical methods - Psychopathological profiles - Socio moral reflection measures - Lip
maps

Unit III
Beck’s Hospital in anxiety and depression scale - Hamilton’s anxiety and depression
scale Self efficacy scale - Emotional self-efficacy scale - Self Esteem Inventory- Attitude
Scale- Strong interest inventory - MAST

Unit IV
Bhatia’s Battery of Performance Tests – Standard Progressive Matrix – Wechsler Adult
Intelligence Test - EPQ – Eysenk Personality Questionnaire – Keirsey Temperament
Sorter – Assessing personality disorders

UNIT V
Treatment Strategies and Rehabilitation: Self-management - Fantasy reconditioning-
Affect/emotion/mood management - Anger management and aggression replacement
training Philosophical and legal aspects of rehabilitation

Readings:
1. Alloy, L.B., Riskino, J.H. and Manos, M.I. (2006). Abnormal Psychology; Current
Perspectives. New Delhi: Tata McGraw Hill
2. Barlow, D.H. & Durand, V.M. (2010). Textbook of Abnormal Psychology. New
Delhi: Cengage Learning India Pvt. Ltd.
3. Carson, R.C., Butcher, J.N., Mineka, S & Hooly, J. M. (2007). Abnormal
Psychology, 13th Ed. New Delhi: Pearson.
4. Nolen-Hoeksema, S. (2010). Abnormal Psychology. New Delhi: Tata
McGrawHill.
5. Carson, R. C., Butcher, J. N., Mineka, S., & Hooley, J.M. (2007). Abnormal
psychology. 13th Ed. New Delhi:Pearson.
 6. Kearney, C. A. & Trull, T. J. (2012). Abnormal psychology and life: A
dimensional approach. New Delhi:Cengage learning.

Reference:
1. Goldstein et al (2004). Need Perspectives on Aggression Replacement Training.
UK:
John Wiley & Sons Ltd.
2. James Mc Guire (2002). Offender Rehabilitation and Treatment. UK: John Wiley
&
Sons Ltd.
3. MC Murrand & McGuire (2005). Social Problem Solving and Offending. UK:
John
Wiley & Sons Ltd
4. Theresa et al (2007). Aggressive Offenders Cognition- Theory, Research and
Practice.

45 BEHAVIOURAL THERAPIES
Course Objectives:

 To impart knowledge to the students on behavioural therapies.

 To make self-test on oneself and gain self-awareness and self-evaluation about
ones behaviour both adaptive and maladaptive
 To allow oneself into behaviour modification.

Unit I

Human Behavior: Meaning and Definition; Physiological basis of behavior – Nervous

System – Voluntary and involuntary behavior – Basic concepts related to understanding
of human behavior. What is Behavior Therapy: Origin and development- John
W.B.Watson
Unit II
Ivan Pavlov – Classical conditioning, Principles of Classical conditioning, application of
classical conditioning. B.F. Skinner – Reinforcement theory: principle of reinforcement,
operant/instrumental conditioning, behavior as environmental consequences, application
of operant conditioning.
Unit III
Arnold A. Lazarus – Behavior Therapy: view of human nature, therapeutic techniques –
exposure techniques: systematic desensitization, in vivo desensitization, flooding or
implosive therapy. Aversion therapy, modeling, self-management programming,
multimodal therapy
Unit IV

John Grinder and Richard Bandler: Neuro-Linguistic Programming: What is NLP, NLP
Epistemology, sub modalities, anchoring, pacing, meta-model, swish, Visual-Kinetic
Dissociation (VKD) or Time travelling, belief change, new behavior generator, changing
personal history, reframing, and timelines

Unit V
.
Behavioural modification techniques; systematic desensitization - Flooding – Imagery
based exposure- Reciprocal inhibition - Thought records- Stop thought –Token economy
scheme – cognitive behavioural therapy for depression – cognitive behavioural play
therapy

Text Book

1. Mangal, S.K. General Psychology. New Delhi: Sterling Publishers Private

Limited, 1999.
2. Davidoff, Linda L. Introduction to Psychology. New York: McGraw-Hill book
Company, 1976.
3. Hunt, M. The Story of Psychology. New York: Doubleday, 1993.
4. Morgan, Clifford T., King Richard A., Weisz, John R. and Schopller, John.
Introduction to Psychology. New Delhi: Tata McGraw-Hill Publishing Company
Limited, 1993.
5. Munn, N.L. Introduction to Psychology. Delhi: Oxford HBH, 1967.
6. Antony, D. John (2003) Psychotherapies in Counselling, Nochiodaipatti, Dindigul,
Anugraha Publications.