SEMESTER 1

BIOLOGICAL BASIS OF BEHAVIOUR

B. A (PSYCHOLOGY) HONORS
BATCH-2019-2022
COURSE CODE- SAL-BPSY-102

Semester- 1
Credit - 4
L T P - 3- 1- 0
CORE

COURSE DESCRIPTION
Nervous system can be described as a control system that interconnects the other body systems. It consists of the
brain, spinal cord, and other nerve tissues throughout the body. The system's primary function is to react to internal
and external stimuli in the human body. It uses electrical and chemical signals to send out responses to different
parts of the body, and it is made up of the nerve cells also called neurons. Through the system, messages are
transmitted to body tissues such as a muscle. There are two major subdivisions in the nervous system known as
the central and peripheral nervous system.
The Central nervous system is composed of the brain and spinal cord. The brain is the control center of the body
and contains millions of neural connections. This organ is responsible for sending and receiving messages from
the body and its environment. Each part of the brain is specialized for different aspects of the human being. For
example, the temporal lobe has a major role in vision and audition, whereas the frontal lobe is significant for
motor function and problem solving. The spinal cord is attached to the brain and serves as the main connector of
nerves and the brain.

ACADEMIC YEAR- 2019-2020

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Introduction to the Module:
Physiological psychology is a subdivision of behavioral neuroscience (biological psychology) that studies the
neural mechanisms of perception and behavior through direct manipulation of the brains of nonhuman animal
subjects in controlled experiments.
This field of psychology takes an empirical and practical approach when studying the brain and human behavior.
Most scientists in this field believe that the mind is a phenomenon that stems from the nervous system. By
studying and gaining knowledge about the mechanisms of the nervous system, physiological psychologists can
uncover many truths about human behavior.
Unlike other subdivisions within biological psychology, the main focus of psychological research is the
development of theories that describe brain-behavior relationships. Physiological psychology studies many topics
relating to the body’s response to a behavior or activity in an organism. It concerns the brain cells, structures,
components, and chemical interactions that are involved in order to produce actions.
1. Module Objective: after completing this course students should be able to
LO 1. Understand the nature of biological factors in the bio-psychosocial model of psychology
LO 2. Be able to explain the nervous system
LO 3. Make sense of human communication and the brain
LO 4. Be able to comprehend the nature of physiological psychology
LO5. Learn theories, research and methodologies in physiological psychology
2. Introduction to the Tutors
2.1 Area Chair
Dr. Neeru Singh Professor- Department of Psychology
2.2 Module Leader
Dr. Megha Pushkarna
Mobile 9810386400
Email- [email protected]
Cabin no 37
2.2 Module Tutor
Dr. Megha Pushkarna
Mobile 9810386400
Email- [email protected]
Cabin no 37
3. Module Pre-Requisite
No prerequisites for this course

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4. Module Overview:
Session No. Particulars
Unit 1: Introduction to Biopsychology
1-2 Nature and Scope: methods, divisions and ethics on biopsychology
3 Tutorial
4-5 Structure of the Neuron: The Nervous System's Building Block
6 Tutorial
7-8 Neural Impulse: Action potential, The Synapse, Neurotransmitters
9 Tutorial
10-11 Cleaning up the Synapse: Reuptake and Enzymes
12 Tutorial

Unit II- Overview of the Nervous System

13-14 The Central Nervous System : Central Processing Unit: Brain and Spinal Cord
15 Tutorial
16-17 Peripheral Nervous System: Somatic and Autonomic Nervous System
18 Tutorial
19-20 Peeking Inside the Brain: Clinical Studies
21 Tutorial
22 Mid Term

Unit III: Structures of the Brain

23-24 The Brain Stem-hindbrain, midbrain, forebrain
25 Tutorial
26-27 Structures under the Cortex-limbic system
28 Tutorial
29-30 The Cortex- lobes and their specialties
31 Tutorial

Unit IV- Behavioral Regulations

32-33 Biological basis of learning, memory, emotions and human speech
34 Tutorial
35-36 Functional Abnormalities of Neurotransmitters
37 Tutorial
38-39 Behavioral Endocrinology, Neuro-endocrine system, Endocrine Glands
40 Tutorial

Unit V: Neuroplasticity and Rehabilitation

41-42 Neuroplastic responses to nervous system damage (degeneration, regeneration, neural
reorganization)
43 Neuroplasticity and treatment- stem cells repair and transplantation
44 Tutorial
45 End term examination

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5. MODULE READINGS:
Essential reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson
Website links:
http://www.qcc.cuny.edu/socialSciences/cbluestone/PrintableNotes/BiologicalBasisBehavior-Bluestone.pdf
https://study.com/academy/topic/biological-bases-of-behavior.html
https://nobaproject.com/textbooks/gabriella-cardarelli-new-textbook
http://www.qcc.cuny.edu/socialSciences/cbluestone/PrintableNotes/BrainAndBehavior10.pdf
http://www.cti-home.com/wp-content/uploads/2014/01/Biological-Basis-of-Emotions.pdf7.
Suggested Reading:
Cicarelli (2006). Psychology. Pearson
Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson
Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
6. DETAILED SESSION PLANS
Unit 1: Introduction to Biopsychology
Session 1-2: Nature and Scope: methods, divisions and ethics on biopsychology
Description of the sessions:
Introductory sessions will explain Biopsychology as a branch of psychology that analyzes how the brain,
neurotransmitters, and other aspects of our biology influence our behaviors, thoughts, and feelings. This field of
psychology is often referred to by a variety of names including biopsychology, physiological psychology,
behavioral neuroscience, and psychobiology. Biopsychologists often look at how biological processes interact
with emotions, cognitions, and other mental processes. The field of biopsychology is related to several other areas,
including comparative psychology and evolutionary psychology. The biopsychology approach believes that
human behaviors are all consequences of genetics and physiology, according to the American Psychology
Association. It is actually the only psychology subfield that studies thoughts and behaviors from a physical point
of view. A biological perspective contributes to psychology through using comparative methods. Learning
Outcomes:
Students are able to understand Biopsychology that represents one of the important ways of thinking about
psychology. This perspective in psychology has allowed researchers to gain a greater understanding of how the

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brain and nervous system influence human behavior. By studying normal brain functioning as well as how brain
disease and injury influence behaviors, feelings, and thoughts, researchers are able to come up with new ways of
treating potential problems that might arise.
Session 3: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Website links
https://2012books.lardbucket.org/books/beginning-psychology/s07-01-the-neuron-is-the-building-blo.html
http://www.philipcorr.net/uploads/downloads/105.pdf
https://www.verywellmind.com/what-is-biopsychology-2794883
https://www.ncirl.ie/Faculty-Depts/Psychology-Department/Why-Study-Psychology

Sessions 4-5: Structure of the Neuron: The Nervous System's Building Block
Description of the sessions:
These sessions will explore nervous system and its functioning in totality that affects our thinking and behavior.
A neuron is a nerve cell that is the basic building block of the nervous system. Neurons are similar to other cells
in the human body in a number of ways, but there is one key difference between neurons and other
cells. Neurons are specialized to transmit information throughout the body. Delicate and complicate role of
neurons and its role in the entire nervous system will be discussed in detail.
Learning Outcomes: Students will be introduced to Neurology, its terminology and important concepts like
neurons that are specialized cells of the nervous system that transmit signals throughout the body. Focus is on the
functioning of Neurons, their connections and their signaling mechanisms are responsible for learning and memory.
Session 6: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson
Website links
https://2012books.lardbucket.org/books/beginning-psychology/s07-01-the-neuron-is-the-building-blo.html

Sessions 7-8: Neural Impulse: Action potential, the Synapse, Neurotransmitters

Description of the session:
These sessions will be dedicated towards how messages are generated within neural impulse and what is action
potential of a neuron. Neurons are essentially electrical devices. There are many channels sitting in the cell
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membrane (the boundary between a cell’s inside and outside) that allow positive or negative ions to flow into and
out of the cell. Neurons talk to each other across synapses. When an action potential reaches the presynaptic
terminal, it causes neurotransmitter to be released from the neuron into the synaptic cleft. Synapses can be
thought of as converting an electrical signal (the action potential) into a chemical signal in the form of
neurotransmitter release.
Learning Outcomes: Students will learn technical concepts like structure of neurons and how action and resting
potential of neural impulse works.
Session 9: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Website links
https://qbi.uq.edu.au/brain-basics/brain/brain-physiology/action-potentials-and-synapses

Session 10-11: Cleaning up the Synapse: Reuptake and Enzymes

Sessions will focus on what happens to Neurotransmitters when they are not needed anymore and their reuptake
into the synaptic vessels. It is process by which neurotransmitters are taken back into the synaptic vessels. Here
the structure of a neurotransmitter is altered so it can no longer act on a receptor. Reuptake is the reabsorption of
a neurotransmitter by a neurotransmitter transporter located along the plasma membrane of an axon terminal (i.e.,
the pre-synaptic neuron at a synapse) or glial cell after it has performed its function of transmitting a neural
impulse.
Learning Outcomes: Students' knowledge will be broadened on the delicate yet complicated work on synaptic
nerves and relate it with real world.
Session 12: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Website Links
https://faculty.washington.edu/chudler/chnt1.html

Unit II- Overview of the Nervous System

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Session 13-14: Central Nervous System: Central Processing Unit: Brain and Spinal Cord
Description of the session:
Overview of the nervous system and how different parts work together in controlling the way people think, act
and feel. Central nervous system comprises of brain and spinal cord. The brain is the core of the nervous system;
the part that makes sense of the information received from the senses, makes decisions, and sends commands out
to the muscles and the rest of the body.
Learning Outcomes: Students will have an understanding of the brain functioning with respect to its role in
CNS, damage to Central nervous system and Neurogenesis.
Session 15: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Website Links
https://revelpreview.pearson.com/epubs/pearson_ciccarelli_pae/OPS/xhtml/ch02_sec_06.xhtml

Session 16-17: Peripheral Nervous System: Somatic and Autonomic Nervous System
Description of the session:
These two sessions will discuss the role of somatic and autonomic nervous system in Peripheral nervous system.
The peripheral nervous system (PNS) is divided into the somatic nervous system and the autonomic nervous
system. The somatic nervous system (SoNS) is the part of the peripheral nervous system associated with the
voluntary control of body movements via skeletal muscles. The SoNS consists of efferent nerves responsible for
stimulating muscle contraction, including all the non-sensory neurons connected with skeletal muscles and skin.
The somatic nervous system controls all voluntary muscular systems within the body, and also mediates
involuntary reflex arcs.
Learning Outcomes: Students will be able to relate to Somatic and Autonomic Nervous System. Students will
understand Neuro-hormonal systems where SNS plays a central role in cardiovascular regulation in both health
and disease. Involvement of SNS in pathogenesis of hypertension, coronary artery disease or heart failure is
important for students to learn.
Session 18: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
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Preece. E (2014). Biological Psychology. Pearson

Website Links
https://courses.lumenlearning.com/boundless-ap/chapter/introduction-to-the-autonomic-nervous-system/

Session 19-20: Peeking Inside the Brain: Clinical Studies

Description of the session:
During the past 150 years, the study of brain function has enlisted an increasing number of scientific disciplines
in its service, beginning with anatomy and continuing with physiology, psychology and pharmacology. Within
the past 15 years, brain imaging has emerged as a tool that can integrate findings from these diverse disciplines
through its intimate access to the working brain.
Learning Outcomes: Students will be appraised about neuro-mapping and its utility in studying brain and
behavior.
Session 21: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Website Links
https://courses.lumenlearning.com/boundless-psychology/chapter/brain-imaging-techniques/

Session 22: Mid term

Unit III: Structures of the Brain
Unit IV- Structures of the Brain
Session 23-24: The Brain Stem-hindbrain, midbrain, forebrain
Description of the session:
Two sessions will be taken to explain stem-like part of the base of the brain that is connected to the spinal cord.
The brain stem controls the flow of messages between the brain and the rest of the body, and it also controls basic
body functions such as breathing, swallowing, heart rate, blood pressure, consciousness, and whether one is awake
or sleepy.
Learning Outcomes: Students will be taught location and function of brain stem, the main three parts of brain
stem and they work in totality.

Session 25: Tutorial

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Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson
Website Links:
https://www.thoughtco.com/brainstem-anatomy-373212

Session 26-27: Structures under the Cortex-limbic system

Description of the sessions:
There are several important structures within the limbic system: the Amygdala,
Hippocampus, Thalamus, Hypothalamus, Basal ganglia, and Cingulate gyrus. The limbic system is the portion of
the brain that deals with three key functions: emotions, memories and arousal (or stimulation). This system is
composed of several parts, which are found above the brainstem and within the cerebrum.
Learning Outcomes: Students will be taught cerebrum as the most highly developed part of the human brain that
is responsible for thinking, perceiving, producing and understanding language.
Session 28: Tutorial
Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Website Links:
https://www.khanacademy.org/science/health-and-medicine/human-anatomy-and-physiology/nervous-system-
introduction/v/cerebral-cortex

Session 29-30: The Cortex- lobes and their specialties

Description of the sessions:
The cerebral cortex is the thin layer of the brain that covers the outer portion of the cerebrum. The cortex is gray
because nerves in this area lack the insulation that makes most other parts of the brain appear to be white. The
cortex also covers the cerebellum. The cerebrum is the most highly developed part of the human brain and is
responsible for thinking, perceiving, producing and understanding language. Most information processing occurs
in the cerebral cortex.
Learning Outcomes: Students will be oriented with importance of cortex in determining Intelligence,
Personality, motor function, planning and organization; touch sensation, processing, sensory information and
language processing.
Session 31: Tutorial
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Essential Reading:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Website Links
https://www.thoughtco.com/anatomy-of-the-brain-cerebral-cortex-373217

Unit IV- Behavioral Regulations

Session 32-33: Biological basis of learning, memory, emotions and human speech
Description of the session:
There have been many theories on how human emotions are formed. We have arrived at the point where most
researchers believe that emotion is not a function of any specific brain center but of a circuit that involves four
basic structures, interconnected through several nervous bundles: the hypothalamus with its attached components,
the anterior thalamic nucleus, the cingulate gyrus and the hippocampus. It is important to stress that all these
structures interconnect intensively and none of them is the sole responsible for any specific emotional state.
However, some contribute more than others to this or that kind of emotion. We shall review now, one by one, the
best known structures of the limbic system- Amygdala and Hippocampus which will be taught in detail.
Our eyes capture photons that our visual neural pathway converts into electrical signals reaching different
receptors in the brain via the optic nerve. The stimulus ultimately generates action potentials among thousands of
neurons responsible for processing the signal and triggering a response. The process of learning and memorization
develops neural efficiency by making new synaptic connections or by reinforcing the strength of existing ones.
When neurons fire together, they wire together. Neuroscientists call this phenomenon synaptic plasticity.
Memory, the ability to retain information and recall it at later time, is a biologically fundamental function essential
for survival. Furthermore, memories shape our identity: we are who we are because of our memories, which guide
our thoughts and decisions, and influence our emotional reactions.
One of the most highly developed human abilities is communication by speech. Throughout the years, research
on speech perception has demonstrated that humans are well adapted to extract highly encoded linguistic
information from the speech signal. The sophisticated nature of these capacities and their early appearance during
development suggest the existence of a rich biological substrate for speech perception. Here we will be discussing
association areas of cortex which houses Broca and Vernicke's Area which is duly responsible for speech,
interpretation and responding to human communication.
Learning Outcome:

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Students through these sessions will be able to grasp neurological basis to common means of communication.
They will comprehend process of learning and memory better and how communications takes places both verbally
and non-verbally.
Session 34: Tutorial
Essential Readings:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Weblinks
http://www.cti-home.com/wp-content/uploads/2014/01/Biological-Basis-of-Emotions-1.pdf
https://dl.acm.org/citation.cfm?id=2879269
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4246028/
http://www.al-edu.com/wp-content/uploads/2014/05/Harley-Psychology-of-Language-From-Data-to-
Theory.pdf

Sessions 35-36: Functional Abnormalities of Neurotransmitters

Description of the sessions:
Neurotransmitters are chemicals located and released in the brain to allow an impulse from one nerve cell to pass
to another nerve cell. Neurotransmitters can excite or inhibit neurons (nerve cells). Some common
neurotransmitters are acetylcholine, norepinephrine, dopamine, serotonin and gamma aminobutyric acid
(GABA). Acetylcholine and norepinephrine are excitatory neurotransmitters while dopamine, serotonin, and
GABA are inhibitory. Each neurotransmitter can directly or indirectly influence neurons in a specific portion of
the brain, thereby affecting behavior. Neurotransmitters are substances which neurons use to communicate with
one another and with their target tissues in the process of synaptic transmission (neurotransmission).
Neurotransmitters regulate each other's release, and weak consistent imbalances in this mutual regulation were
linked to temperament in healthy people. Strong imbalances or disruptions to neurotransmitter systems have been
associated with many diseases and mental disorders. These include Parkinson's, depression, insomnia, Attention
Deficit Hyperactivity Disorder (ADHD), anxiety, memory loss, dramatic changes in weight and addictions.
Chronic physical or emotional stress can be a contributor to neurotransmitter system changes. Genetics also plays
a role in neurotransmitter activities.
Abnormalities in the regulation of neurotransmitter release and/or abnormal levels of extracellular
neurotransmitter concentrations have remained core components of hypotheses on the neuronal foundations
of behavioral and cognitive disorders and the symptoms of neuropsychiatric and neurodegenerative disorders.
Learning Outcomes:

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Students will be aware of the chemical imbalances in human body and how it affects cognitions and behavior.
This will also help them understand abnormal psychology and how neurotic disorders are result of chemical
imbalances in our body.
Session 37: Tutorial
Essential Readings:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Weblinks:
https://www.verywellmind.com/what-is-a-neurotransmitter-2795394
http://www.minddisorders.com/Kau-Nu/Neurotransmitters.html#ixzz5rMJU7NLE
https://www.kenhub.com/en/library/anatomy/neurotransmitters
https://www.healthline.com/health/chemical-imbalance-in-the-brain

Sessions 38-39: Behavioral Endocrinology, Neuro-endocrine system, Endocrine Glands

Description of the sessions:
Behavioral endocrinology is the scientific study of the interaction between hormones and behavior. This
interaction is bidirectional: hormones can affect behavior, and behaviors can feedback to influence hormone
concentrations. Hormones are chemical messengers released from endocrine glands that influence the nervous
system to regulate the physiology and behavior of individuals. Over evolutionary time, hormones regulating
physiological processes have been co-opted to influence behaviors linked to these processes.
Learning Outcomes:
Hormones are crucial to healthy functioning of a person and to explain the same to students, will help them
neurobiology better. As we will be going to through each facet of biological basis of human functioning, it only
makes it crucial that students can relate to hormonal imbalance and psychological disorders in humans.
Session 40: Tutorial
Essential Readings:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson
Weblinks:
https://www.journals.elsevier.com/hormones-and-behavior
https://psychology.iresearchnet.com/social-psychology/control/hormones-and-behavior/
https://nobaproject.com/modules/hormones-behavior

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Unit V: Neuroplasticity and Rehabilitation
Session 41-42: Neuroplasticity responses to nervous system damage (degeneration, regeneration, neural
reorganization)
Description of the sessions:
Neuroplasticity, also known as brain plasticity or neural plasticity, is defined as capability of neural system that
enables functions and structure to be modified according to the requirements of surrounding and inner organism
stimuli. Neuroplasticity could be detected at variant scales, from molecular changes in individual nerve cells to
larger-scale alterations such as cortical remapping that occurs in response to severe injury. Besides environmental
stimuli neuroplasticity might consequence of nervous system damage. Brain is generally one of the organs
difficult to repair. The fact that nervous tissue is consisting of various classes of extremely branched
interconnected nerve cells that communicate via electrical impulses makes that repairing nervous tissue is a far
greater challenge than regenerating of any other organ.
Today scientist consider that better understanding of the neural tissue developmental mechanisms will help to
improve limited brain. Improvements in our understanding of the structure, function, and neurochemistry of the
brain’s nerve cells and synapses they form led to new ideas for treatment of patients.
Learning Outcomes:
Students will develop an understanding as to how brain has a limited ability to heal itself. Recent research
indicates the brain can repair or grow new brain cells to a very limited extent after a brain injury, but much of the
recovery experienced is due to the brain 'rewiring' itself and slowly using other pathways to bypass broken
connections. This insightful knowledge will resourceful to students.
Session 43: Neuroplasticity and treatment- stem cells repair and transplantation
Description of the sessions:
Stem cells are cells that have the potential to develop into many different or specialized cell types. Stem can be
thought as primitive, "unspecialized" cells that are able to divide and become specialized cells of the body such
as liver cells, muscle cells, blood cells, and other cells with specific functions. Stem cells are referred to as
"undifferentiated" cells because they have not yet committed to a developmental path that will form a specific
tissue or organ. The process of changing into a specific cell type is known as differentiation. In some areas of the
body, stem cells divide regularly to renew and repair the existing tissue. The bone marrow and gastrointestinal
tract are examples of areas in which stem cells function to renew and repair tissue.
Stem cells represent an exciting area in medicine because of their potential to regenerate and repair damaged
tissue. Some current therapies, such as bone marrow transplantation, already make use of stem cells and their
potential for regeneration of damaged tissues. Scientists believe that knowing how stem cells work may lead to
possible treatments for conditions, such as diabetes and heart disease.

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Learning Outcomes:
Students will have an insight into regeneration of cells which help combat diseases as well as terminal brain
damage in patients. As recent medical researches and treatments have progressed to new heights using stem cells
for neuroplasticity; these sessions will help students get that clarity.
Session 44: Tutorial
Essential Readings:
Carlson (2017). Foundations of Physiological Psychology. Sixth Edition Pearson
Khosla (2017) Physiological psychology. An Introduction. Sage Publications.
Kalat (2013) Biological Psychology. Cengage Learning.
Pinel J.P.J (2018). Biopsychology
Preece. E (2014). Biological Psychology. Pearson

Weblinks:
http://www.vpts.edu.rs/sed17/CD%20Proceedings%202017/proceedings/4-10.pdf
https://www.brainline.org/author/celeste-campbell/qa/what-neuroplasticity
https://faculty.washington.edu/chudler/plast.html
https://synapse.org.au/information-services/an-approximate-guide-to-the-recovery-process.aspx
https://www.medicinenet.com/stem_cells/article.htm
https://www.medicalnewstoday.com/articles/200904.php

7. ASSESSMENT PLAN:
Written/Oral Assessment Individual/Group Weightage
A) Continuous Assessment 20 Marks
Written Assignments Individual(10*2)
B) Mid-Term Assessment
Written Closed Book Written Exam Individual 20 Marks

C) End-Term Assessment
Written Closed Book Written Exam Individual 60 Marks

100 Marks
7.1 Details of Assessment:
A) Continuous Assessment (20 Marks): Students will be assessed continuously in between the sessions through
two assignments of 10 marks each on Neuropsychology. Marks will be awarded on the basis of concept clarity.
B) Mid Term (20 Marks): Mid-Term exam would be conducted to test the ability of students towards application
of the Neurobiology and Anatomy.
C) End-Term Assessment (60 Marks): This will be closed book written exam covering all the five units covered
in the course for 60 marks.
7.2 RUBRICS -How will you score in Overall (Mid-term+ Continuous+ End-term) Assessment.
• 80% and above the answers are to the point, complete without errors and demonstrate excellent understanding
of the concepts
14 of 16
• 70% and above the answers contain minor errors, are unlikely to undermine the main conclusions and
demonstrate understanding of concepts
• 60% and above the answer contains errors that are unlikely to undermine the main conclusion but the candidate
has demonstrated the understanding of concepts required
• 50% and above the answers contain major errors and are likely to undermine the main concepts but the candidate
has shown initiative for possible explanations but inadequate understanding
• 40% and above the answers suggests lack of understanding of the concepts
• Below 40% the answers suggest complete lack of understanding of the concepts and are entirely out of context.
8. ASSESSMENT MAP
8.1 Assessment Maps
Module Name A1 A2 A3 A4 A5
Biological Basis Of Behavior * *
A1 – Individual Assignment A2 – Group Assignment A3 – Role Plays
A4 – Closed Book Examination A5 – Group Presentation
8.2 Assessment Mapping With Learning Outcomes and PLG’s
Type Individual/Group Assessment Learning PLG's
Outcome Assessed
Continuous Individual Individual Assignments LO1,4 PLG3,7
Assessment Class discussion
Mid-Term Individual Written exam LO2,5 PL1
End-Term Individual Closed Book Exam LO3 PL1,5

8.3 TEACHING MAP

This table shows main delivery methods which are used across module and its stages:
Module T1 T2 T3 T4 T5 T6
Biological Basis of Behaviour * * * * *
T1: Lectures T2: Seminar/ Tutorials T3: Live Projects & Presentations
T4: Case Discussion T5: Guest Lectures/ Field Visits T6: Lab Session
8.4 Curriculum Map

Module Name PLG PLG PLG PLG PLG PLG PLG

Biological Basis of Behaviour 1 2 3 4 5 6 7
Taught ✓ ✓ ✓ ✓ ✓ ✓
Program
Assessed ✓ ✓ ✓ ✓
Covered ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning
Goals of Psychology Department -
1. An understanding of psychological concepts, appropriate techniques for the working knowledge and
application of psychology.
15 of 16
2. Demonstrate psychological information literacy, engage in innovative and integrative thinking, interpret,
design, conduct research and incorporate socio-cultural factors in scientific enquiry.
3. To apply ethical standards for evaluation in practice and counseling in order to build credibility and enhance
interpersonal relationships.
4. Adoption of values that build the community at local, national and global levels.
5. To be able to apply psychological concepts and skills to career goals, exhibit self-efficacy and self regulation,
demonstrate emotional intelligence for working in teams and develop a meaningful professional direction for life.
6. Be able to communicate and negotiate based on critical thinking and informed judgment leading to problem-
solving and decision-making skills.
7. Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing environment.
Module Readings Grid
Essential Reading Title Chapter Pages no. Shared/
No. Isolated
• Carlson (2017). Foundations of Physiological I-III,V 1-61,122 Shared
Psychology. Sixth Edition Pearson.
• Khosla (2017) Physiological psychology. An I-X 1-372 Shared
Introduction. Sage Publications.
• Kalat (2013) Biological Psychology. I-V, XII, 1-120, Shared
Cengage Learning. XIV-XV 344,408-444

• Pinel J.P.J (2018). Biopsychology. I-IV,IX-X, 1-101,245- Shared

XVI-XVII 266,440-473
• Preece. E (2014). Biological Psychology. Pearson.
I-III, 1-47, Shared
VII,IX 119,151
Suggested Cicarelli (2006). Psychology. Pearson. II 50 Shared
Readings
Website http://www.qcc.cuny.edu/socialSciences/cbluestone/Print Shared
Links ableNotes/BiologicalBasisBehavior-Bluestone.pdf
https://study.com/academy/topic/biological-bases-of-
behavior.html
https://nobaproject.com/textbooks/gabriella-cardarelli-
new-textbook
http://www.qcc.cuny.edu/socialSciences/cbluestone/Print
ableNotes/BrainAndBehavior10.pdf

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 SCHOOL OF MANAGEMENT

CRITICAL THINKING

BBA/GGN/2019-2022/SML-BBA-CC-001

Academic Year- 2019-2020

Semester - I

Course - Core

Credits - 2

L-T-P - 2-0-0

Course Aim
Critical Thinking is the process by which we develop and support our opinions and beliefs, and
evaluate the strength of arguments we encounter in real-life situations – through readings, media,
politics or our encounters with others. Thinking Critically sharpens the ability to analyze and
promotes better Problem-solving and Decision-making skills.

Introduction to Tutors:

Tutor: Dr. Radhika Madan

Cabin N: 60 - II Floor
Office Phone: 0124-2775642
Email- [email protected]

1. INTRODUCTION TO THE COURSE

Please read this document carefully. It will provide you a sense of the course’s content and our
expectations, and the preparations required by the learners.

Page 1 of 12
1.1 Course Description

This course is premised on IILM‘s commitment to provide students with a broad-based exposure
to knowledge across multiple disciplines before they begin their chosen areas of specialization.
Given global trends in advanced technologies which are rapidly disrupting existing definitions of
‗work‘, the jobs of tomorrow and the businesses of the future may pose unfamiliar problems for
which solutions of today, will fall short. Critical Thinking, exposes students to ‗ways of
knowing‘ and ‗thinking about thinking‘ so that they may learn to analyze problems, balance
multiple priorities and succeed personally and professionally. The course is aimed at the broadest
level to engage students from across disciplines.

This course introduces innovation at several levels—in content, pedagogy and modes of
assessment. Students will understand and analyze some of the central skills required for Critical
Thinking – Observation, Cognition, Reasoning, Perception, Logic and ethical decision-making.
They will also be introduced to how different disciplines follow diverse methodologies.

1.2 Learning Outcomes

The course strives to:

• Use analysis to appraise information and influences.

• Encourage Students to reflect on personal belief systems and perceptions

• Work in groups to engage with a socially relevant ‗problem‘ and offer solutions

• Discuss different disciplines and sensitize students to how knowledge is produced

• Highlight how methods of inquiry shape different disciplines within the Social Sciences,
Natural Sciences or Mathematics.

In short, this course will demonstrate how Multidisciplinary approaches are key to Problem-
solving and making balanced choices both in the personal and professional spheres.

1.3 Class Preparation

We as a University believe that (a) peer learning has a very important role to play in determining
learning outcomes and (b) learning can happen best in the form of discussion/dialogue. Hence
preparing well for the class is critical.

The course outline details on the session plan and readings for each session in the following
sections. You are expected to go through the relevant materials/pre-readings provided in the
course pack before you reach the class room. Similarly, for sessions identified for group
discussion of the case must precede discussion of the same in the class room. Adequate
preparation at an individual/group level will determine the quality of discussion we have and
your learning from each session. Read the articles and readings mentioned in the course manual.

Page 2 of 12
Refer to the web resources and links that have been shared alongside the sessions. This module
has number of activities as well as readings to be done in the class which also includes group
task. The readings and activities will be a mix of individual as well as group tasks. Hence, high
level of team membership is required in this module.

You will be required to reach the class room at least 5 minutes before the scheduled start of
the session. Each session would have discussion or an activity based on the concept.

Please Note: Attendance for each session is compulsory. As per the attendance policy, you
will be required to maintain a minimum of 75%. (This is a 23 session, 2 credit course).

1.4 Review Sessions

To reinforce the learning, review sessions for the course will be held along with class tests.

1.5 Course Policies

It is important that we all are on the same page, with respect to in-class behavior so as to ensure a
healthy class environment.

 The use of laptops or tablets is allowed only if required or permitted by the instructor.
 The use of mobile phones is prohibited.
 Attendance is mandatory. Only absences that fall in the excused absence categories as
approved by the Dean Academics will be considered.
 Reporting late to the class is strictly not allowed. Do not seek for permission to attend the
session if you are late to the class.
 Do inform the Course tutor about any exigency if any, as early as possible

2. COURSE OVERVIEW
2.1 Session Plan

Session Topic Lecture /

Tutorial /
Practical (L/T/P)
1 Introduction - Mapping the Terrain L
Why should we care about Critical Thinking ?
2–3 Traits of Critical Thinking : Cognition L
Curiosity: How? When? Where? Source?
Understand , Comprehend, Learn, Remember, Think
4 Cognition and Metacognition L
5-6 Critical Thinking and the World of Emotions : EQ and L
Emotional Self-Regulation
Self Awareness ; Non-Verbal Communication &
Understanding Emotional Self-regulation
Page 3 of 12
 7–8 Critical Thinking, Reasoning and Deductive Logic L
9 Class Test L
10 Conscious and Unconscious Bias L
11 – 12 Critiquing the Self 1: ―How do I think?” L
Belief Systems, Assumptions & Bias
13 Class Test L
14 – 15 Reasoning and Logic : Mathematical perspectives L
16 Reason & Design L
17 – 18 Critiquing the Self 2: ―How do I think?” L
Managing multiple realities: gender, sexuality, culture,
politics and religion
19 – 20 Behavioral Ethics Decision making: L
Moral Dilemmas;
Why is Critical Thinking important to understand Values
21, 22 - Final Presentations and Viva
23

2.2 Course Readings

Essential Reading:
 Thinking Fast and Slow by Daniel Kahneman (e-book)

 Critical Thinking: A Beginner‘s Guide to Critical Thinking, Better Decision Making, and Problem
Solving by Jennifer Wilson Paperback: 116 pages; Publisher: Createspace Independent Publishing
Platform (9 February 2017)

Websites
 http://www.openuniversity.edu/sites/www.openuniversity.edu/files/brochures/Critical-thinking-
Open-University.pdf
 https://students.mq.edu.au/public/download.jsp?id=202478

2.3 Session Plans

Session 1: Introduction - Mapping the Terrain. Why should we care about Critical
Thinking?
The session would introduce the concept of critical thinking and discuss its importance in
personal and professional life. Through a series of examples the session will explain how people
use critical thinking in everyday situations and decision making and how to transfer these skills
to professional life.

Learning Outcome:
 To understand what is critical thinking
 To learn the importance of critical thinking and how it can help academically, personally

Page 4 of 12
 and professionally

Essential Reading:
 http://www.openuniversity.edu/sites/www.openuniversity.edu/files/brochures/Critical-
thinking-Open-University.pdf
 Video- https://ed.ted.com/lessons/5-tips-to-improve-your-critical-thinking-samantha-
agoos

Session 2 & 3: Traits of Critical Thinking: Cognition; Curiosity: How? When? Where?
Source? Understand, Comprehend, Learn, Remember, Think
This session would introduce the topic on memory, recall, optical illusion and interpretation.
Through examples and images, students will be expected to think out of the box and comprehend
their thoughts using curiosity and cognition.

Learning Outcome:
 To understand the relationship between thinking and curiosity
 To learn the importance of memory, recall and interpretation

Essential Reading:
 Kallet, M. (2017). Critical Thinking: A Beginner’s Guide to Critical Thinking, Better
Decision Making, and Problem Solving. Createspace Independent Publishing Platform
(Chapter 2 & 3)
 Bowell, T., & Kemp, G. (2005). Critical thinking: A concise guide. Routledge. (Chapter
1)

Session 4: Cognition and Metacognition

This session will introduce the students with the concept of self awareness, cognition and
metacognition. Students will also be taken through the importance of critical thinking and
communication. How critical thinking impact our verbal and non verbal communication.

Learning Objective:
 To understand the difference between cognition and metacognition
 To understand the role of critical thinking in communication
 To understand the difference between fact and opinion

Essential Reading:
 Inch, E. S. (1989). Critical Thinking and Communication: The Use of Reason in
Argument, 6/e. Pearson Education India. (Chapter 1)
 https://www.emeraldinsight.com/doi/abs/10.1108/01437731111112971

Page 5 of 12
Session 5 & 6: Critical Thinking and the World of Emotions: EQ and Emotional Self-
Regulation Self Awareness; Non-Verbal Communication & Understanding Emotional Self-
regulation

This session will introduce the concepts of emotional quotient and emotional regulation through
real life examples. Students will be taken through the difference between emotional quotient and
intellectual quotient. Students were also introduced to the concept of Logical Fallacy.

Learning Objective:
 To understand the difference between emotional quotient and intellectual quotient
 To learn the relevance of Logical Fallacy

Essential Reading:
 https://onlinelibrary.wiley.com/doi/abs/10.1002/hrm.3930320205

Session 7 & 8: Critical Thinking, Reasoning and Deductive Logic

This session will take the students into a deeper analysis of reasoning. Students were made to
understand the meaning and relevance of Inference and how it impacts our perception. This
session will have the students look at images and infer the mood / feelings associated with the
image.

Learning Objective:
 To assist students identify the difference between Sound Arguments and Weak
Arguments
 To make the students understand the importance to distinguish between the validity of an
argument and the question of whether it is ―True‖ or not.

Essential Reading:
 Levy, D. A., & Press, W. (1997). Tools of critical thinking: Metathoughts for
psychology. Needham Heights.
 Hartman, H. J. (Ed.). (2001). Metacognition in learning and instruction: Theory,
research and practice (Vol. 19). Springer Science & Business Media. (Chapter 2, 3,
5)

Session 9: Class Test

This session will assess the students on the first six sessions in order to test their knowledge of
Critical Thinking, concepts like cognition, argument, metacognition, self awareness, non verbal
communication, facts, opinions, logical fallacy and deductive logic.

Page 6 of 12
Session 10: Conscious and Unconscious Bias

This week students will be introduced to the concept of Diversity, Difference and Unconscious
Bias. The concept of cognition and culture of self will be discussed.

Learning Objective:
 To understand the impact of cognition on our value system, our hierarchy of values and
our mental baggage
 To understand the differences the feelings attached to prejudices and discrimination

Session 11 & 12: Critiquing the Self 1: “How do I think?” Belief Systems, Assumptions &
Bias

This week we will cover the topic on Belief Systems, Assumptions and Bias. Students will be
given an awakening on the caste system which still prevails in India. Gender Bias will be
discussed with examples and videos.

Learning Objective:
 To make the students think about the biases they come across in their day to day life
 To make the students understand the deep rooted caste systems which impacts us even
today

Essential Reading:
 Kallet, M. (2017). Critical Thinking: A Beginner’s Guide to Critical Thinking, Better
Decision Making, and Problem Solving. Createspace Independent Publishing Platform
(Chapter 20)

Session 13: Class Test

This session will assess the students on the topic of Inferences

Session 14 & 15: Reasoning and Logic: Mathematical perspectives

This session will focus on Critical Thinking in Math. Students will be made to understand the
fun side of Math and how it is an integral part of our lives. Students will be taken through real
life examples to establish a relationship between Critical Thinking and Math.

Learning Objective:
 To make students understand the relationship between Critical Thinking and Math
 To help students think logically while solving a numerical problem

Page 7 of 12
Session 16: Reason & Design

This week the session introduced the students to the concept of Critical Thinking in Design.
Students will be introduced to the topic of Cobra Effect and the Six Steps of Critical Thinking.
Students will be taken through the concept of Design Thinking.

Learning Objective:
 To interpret different designs in real life using Critical Thinking
 To understand creative thinking as an integral part of Design Thinking

Session 17 & 18: Critiquing the Self 2: “How do I think?” Managing multiple realities:
gender, sexuality, culture, politics and religion

This week students will be taken through the concept of Belief and Faith using taking examples
from real life situations. Students will be asked to think of the role of reason in belief and faith.

Learning Objective:
 To understand the difference between Belief and Faith
 To understand the role of Rationality to build our belief system

Session 19 & 20: Behavioral Ethics Decision making: Moral Dilemmas; Why is Critical
Thinking important to understand Values

This week students will be taken through the concept of Ethics and how its impacts our
decisions. Students will go through the steps or stages of Ethical Decision Making process. The
Utilitarian Approach, Rights Approach, Virtue Approach and Common Good Approach will be
discussed.

Learning Objective:
 To understand Ethical Decision Making
 To deal with unethical situations in day to day situations

Essential Reading:
 Inch, E. S. (1989). Critical Thinking and Communication: The Use of Reason in
Argument, 6/e. Pearson Education India. (Chapter 3)

Session 21, 22 & 23: Group Presentation, Viva & Project submission

Students will have to present their group project on the chosen topic.

Page 8 of 12
3. ASSESSMENT PLAN:
3.1 Details of Assessment:

Component 1: Class Test: (10 marks) This component will be of 10 marks and students will be
assessed on topics covered in the first six classes through a multiple choice test.

Component 2: Class Test: (10 marks) This component will be of 10 marks and students will be
assessed on topics covered on Inferences through a multiple choice test.

Component 3: Project: (30 marks) Students will be divided into groups to pursue a project
which will involve applying the skills that they would have learnt through various concepts
covered in this course on Critical Thinking.

Project description – Each group will research their environment within 5 miles of IILM U
campus and identify a ‗problem‘. This maybe related to a public convenience, a student need,
safety, infrastructure, pollution, road or building maintenance, transportation /metro, visibility
access or any other. Students will then be expected to research the WHAT / HOW/ WHY of each
situation, they will be expected to brainstorm and analyze what maybe the histories of the
problem and finally they will be expected to come up with realistic suggestions where they
themselves begin some process of ‗Problem – Solving‘

The outcome of this project is expected to teach students the hands – on importance of a course
like Critical Thinking which is not just content – based, but it strives to teach a skill that students
can absorb, imbibe and make their own to be used both professionally and personally.

Students will be assigned groups by the Professor. Evaluation will be both for the group and for
the individual members. Switching groups not permitted. The project will be of 30 marks.

Assessment for the project: Each group will create a large poster explaining the problem,
complexity of the project and the action that the group has taken to solve the issue. There will be
a poster exhibition on campus. Group evaluation will be on the basis of this poster.

The rubric for written assessments is as given below:

Marks 0%-50% 50-75% 75%-100%

Written Tests: No submission or blank Applies relevant Applies relevant

Class Tests answer sheets (0%) or fails to knowledge but unable concepts without few
apply relevant knowledge and to analyze and or no mistakes.

Page 9 of 12
 concepts to the problem. interpret

3.2 Assessment Map

Written/Oral Group/ Assessment component with PLGs Assessed

Individual weightage
Written Individual Class Test (20%) L2, L3
Written Individual Class Test (20%) L2, L3
Oral Individual & End Term (Group Project) (60%) L2, L3 & L6
Group

3.3 Teaching Map

This table shows main delivery methods which are used across Course and its stages:

Methods of Delivery

Course T1 T2 T3 T4 T5 T6

Critical
* * * *
Thinking

T1: Lectures T2: Seminar/ Tutorials

T3: Projects & Presentations T4: Case Discussion

T5: Guest Lectures/ Industrial Visits T6: Lab Session

3.4 Curriculum Mapping (Curriculum and Assessments mapped to PLGs)

Course Name: L1 L2 L3 L4 L5 L6 L7
Critical
Thinking
Covered * * * *
Taught * * *
Assessed * * *

Page 10 of 12
3.5 PLGs Mapped:

L1 - An understanding of organizations and management techniques to allow investigation into

business and management issues.
L2 - An ability to acquire, analyze and understand data and information for managerial decisions.
L3 - Critical thinking and informed judgments leading to problem solving, decision-making and
negotiating skills.
L4 - Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
business environment.
L5 - An understanding of disruptive and technological change and the ability to seek innovative
and entrepreneurial solutions.
L6 - Emotional intelligence and people‘s skills in communicating, working in teams and with
people.
L7 - Being cognizant of the impact of individual and corporate actions on society, recognizing
responsible and inclusive business practices and sensitivity to the social, economic and
environmental responsibilities of business.

4. Course Reading Grid

S. No. Title Shared/ isolated

1. Main Text Isolated

 Kallet, M. (2017). Critical Thinking: A Beginner’s

Guide to Critical Thinking, Better Decision Making,
and Problem Solving. Createspace Independent
Publishing Platform (Chapter 2 & 3)
 Bowell, T., & Kemp, G. (2005). Critical thinking: A
concise guide. Routledge. (Chapter 1)
 Inch, E. S. (1989). Critical Thinking and
Communication: The Use of Reason in Argument, 6/e.
Pearson Education India. (Chapter 1)
 Levy, D. A., & Press, W. (1997). Tools of critical
thinking: Metathoughts for psychology. Needham
Heights.
 Hartman, H. J. (Ed.). (2001). Metacognition in
learning and instruction: Theory, research and
practice (Vol. 19). Springer Science & Business
Media. (Chapter 2, 3, 5)
 Inch, E. S. (1989). Critical Thinking and
Communication: The Use of Reason in Argument, 6/e.
Pearson Education India. (Chapter 3)

Page 11 of 12
2. Desired Readings Isolated

 http://www.openuniversity.edu/sites/www.openunivers
ity.edu/files/brochures/Critical-thinking-Open-
University.pdf
 https://onlinelibrary.wiley.com/doi/abs/10.1002/hrm.3
930320205

4. Video Links Isolated

 https://ed.ted.com/lessons/5-tips-to-improve-your-
critical-thinking-samantha-agoos

End of Document

Page 12 of 12
 INTRODUCTION TO PSYCHOLOGY
BA (HONS.) PSYCHOLOGY

BATCH- 2019-2022

COURSE CODE: SAL-BPSY-101

Semester: I
Credit- 4
LTP: 3-1-0
Core/Elective: Core

Brief Module Description: The course aims to develop concepts in Psychology to interpret and
guide human actions in different walks of life in connection with different roles that are being
emphasized. Psychology not only helps understand people better, but responses of others as well.

Academic Year: 2019-2020

Page 1 of 21
Introduction to the Module and Module Objective: Introduction to the field of Psychology will
touch on various factors involved in what we human beings do; it will present a number of
principles underlying human behavior. Students would learn the various methods and fields in
Psychology. This course will orient and enhance students' awareness about the various traditional
schools of Psychology along with emerging perspectives and their relevance. It will also offer
students an engaging introduction to the basics of psychology..

Learning Outcomes: After completion of this module, students will:

i. LO1: Comprehension of theoretical basis of human behavior and applications of Psychology.

ii. LO2: Appreciation of Psychology as a scientific field.
iii. LO3: Understanding and appreciation of heredity and environment in shaping individual.
iv. LO4: Ability to apply Psychology in the routine functioning.

1. Introduction to the Tutors:

2.1 Area Chair
Name:
Phone Number:
Email ID:
Cabin Location:
Website URL
2.2 Module Leader
Name: Prof. Neha Suri
Phone Number: 8700457245
Email ID: [email protected]
Cabin Location: 40

2.3 Tutor
Name: Prof. Neha Suri
Phone Number: 8700457245

Page 2 of 21
Email ID: [email protected]
Cabin Location: 40

3. Module Pre-Requisites: A quest for knowing and understanding the dynamics of human
behavior.

4. Module Overview:
SESSION PLAN
Session No. Particulars
UNIT 1
SCIENCE OF PSYCHOLOGY
1-2 Definition, goals, history of psychology: emergence, early theories, Psychology now- the
modern perspective, ancient psychology of India.

3 Tutorial I: Revision of topics studied in Sessions 1-2

4-5 Psychology in Modern India, types of psychological professions, case study

6 Tutorial II: Revision of topics studied in Sessions 4-5

7-8 Psychology: The science, Descriptive Methods, Finding Relationships, Qualitative Methods,
Ethics of Research, Critical Thinking

9 Tutorial III: Revision of topics studied in Sessions 7-8

10 Assignment

UNIT 2
THEORIES OF PERSONALITY
11-12 Man and the Couch: Freud and Psychoanalysis

13 Tutorial IV: Revision of topics studied in Sessions 11-12

14-15 Behaviorists and Social Cognitive view of Personality

16 Tutorial V: Revision of topics studied in Sessions 14-15

17-18 Trait Theories

19 Tutorial VI: Revision of topics studied in Sessions 17-18

20-21 Biology of Personality: Behavioral Genetics

22 Tutorial VII: Revision of topics studied in Sessions 20-21

Page 3 of 21
 23 Mid Term Exam

UNIT 3: PERCEPTION

24 ABCs of Perception, Habitation and Adaptation

25-26 Science of seeing and hearing, hearing impairments

27 Tutorial VIII- Revision of topics studied in Sessions 24-26

28-29 Chemical senses- taste, senses along with factors that influence Perception

30 Tutorial IX- Revision of topics studied in Sessions 28-29

UNIT 4
LEARNING
31-32 Elements of Classical Conditioning, Operant Conditioning

33 Tutorial X- Revision of topics studied in Sessions 31-32

34-35 Concept of Reinforcement and its Schedules, Operant Concepts &Punishment

36 Tutorial XI- Revision of topics studied in Sessions 34-35

37-38 Stimulus Control, Behavior Modification, Cognitive Learning Theory, Observational Theory
39 Tutorial VIII- Revision of topics studied in Sessions 37-38

40 Assignment/ Presentations

UNIT 5
MEMORY
41-42 Models of Memory, Information Processing Model

43 Tutorial IX- Revision of topics studied in Sessions 41-42

44 Short Term and Long term memory

End Term Exam

5. Module Readings
5.1 Main Texts:

Page 4 of 21
1. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
2. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson Chapter 6, Pages 180-193
3. Atkinson & Hilgard’s Introduction to Psychology, 16th Edition, Paperback; Publisher: Cenage
Learning
5.2 References:

1. Rod Plotnik and Haig Kouyoumdjian, Introduction to Psychology 10th Edition, 2013
2. David G. Myers, Psychology – 10th Edition, 2011
3. Richard Griggs, Psychology: A Concise Introduction, 3rd Edition, 2014
4. Benjamin Lahey, Psychology: An Introduction, 11th Edition, 2011

5.3 Journals: NA
5.4 Recommended Articles, Other material: As and when required
5.5 Websites:
1. https://www.coursera.org/learn/introduction-psych
2. https://www.studocu.com › Macquarie University › Introduction to Psychology
3. psych.wisc.edu/braun/281/Outlines.html
6. Session Plans
6.1- Sessions 1-2: Introduction to Psychology
Description of the session: First two sessions will be basic orientation to the definition and goals
of psychology where history of psychology will be touched briefly to explain early thinkers and
their contribution. Psychology is the study of people's behavior, performance, and mental
operations. It also refers to the application of the knowledge, which can be used to understand
events, treat mental health issues, and improve education, employment, and relationships which
will be explained to the students with examples and case studies.
Learning Outcomes: After completion of the session, you will be able to understand the
beginning of Psychology and its emergence as a science.
Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson Chapter 1 Pages 1-6
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 1 Pages 4-7
Website Links
https://ocw.mit.edu/ans7870/9/9.00SC/MIT9_00SCF11_text.pdf
Session 3: Tutorial

Page 5 of 21
Sessions 4-5: Psychology in Modern India, professions in Psychology, Case study
Description of the session: In these sessions you will learn ancient texts that contributed to
Philosophy, Introduction of Psychology in Indian Universities and different specializations in the
field of Psychology. Soon after India gained independence from the British rule, psychology
witnessed an explosive growth with departments of psychology opening up in old universities as
well as in a continually widening circle of new universities and institutes of technology and
management. Psychologists are charged with examining human behavior to determine its
underlying causes and with using such information to help patients work through their problems.
It’s often a delicate balancing act, one that requires psychologists to perform a myriad of tasks that
complement each other. Different specialization in the subject will be explained in the class.

Learning Outcomes: After completion of the session, you will be able to understand ancient texts,
inclusion of early Psychology in India along with specializations to look out for.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson Chapter 1 Pages 8-10
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 1 Pages 17-23

Website Links
http://www.indigenouspsych.org/Interest%20Group/Paranjpe/PsychologyInModernIndia.pdf

Session 7-8: Psychology: the science, Descriptive Methods, Finding Relationships, Qualitative
Methods, Ethics of Research, Critical Thinking

Description of the session: These sessions will orient you to system of gathering data
scientifically, understanding hypothesis, and testing relationship between variables. Primarily it is
the individual, the consumer, the employee or the human social unit of the society who benefits
from ethics. In addition ethics is important because of the following:
Satisfying Basic Human Needs:
Being fair, honest and ethical is one the basic human needs.
Qualitative research provides rich descriptions of the phenomenon under investigation. These
methods emphasize processes, emergent properties of human behavior, first-person perspectives
which will be taught in two sessions.
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Learning Outcomes: After completion of the session, you will be able to define correlation
techniques, various methods of data collection, importance of Randomization and ethics of
research. You will be able to appreciate critical thinking and its application in real world
experience.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 1 pages 14-26
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 1 pages 8-17
Website Links
https://courses.lumenlearning.com/wmopen-psychology/chapter/outcome-approaches-to-research

Session 9: Tutorial

Session 10: Assignment

Session 11-12: Man and the Couch: Freud and Psychoanalysis

Description of the session: Psychoanalysis was found by Sigmund Freud (1856-1939). Freud
believed that people could be cured by making conscious their unconscious thoughts and
motivations, thus gaining insight. The aim of psychoanalysis therapy is to release repressed
emotions and experiences, i.e., make the unconscious conscious. It is only having a cathartic (i.e.,
healing) experience can the person be helped and "cured." The theory of personality developed by
Freud focuses on repression and unconscious forces and includes the concepts of infantile
sexuality, resistance, transference, and division of the psyche into the id, ego, and superego.

Learning Outcomes: Students will be able to understand most popular school of personality while
learning division of mind, personality, stages of psychosexual development.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 12 Pages 391-
400
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Page 7 of 21
 Chapter 14, Pages 576-582

Website Links
https://www.youtube.com/watch?v=XCtm0FSGZus

Session 13: Tutorial

Session 14-15: Behaviorists and Social Cognitive view of Personality

Description of the session: B. F. Skinner is well known for describing the principles of operant
conditioning. Skinner believed that the environment determines behaviour. According to his view,
people have consistent behaviour patterns because they have particular kinds of response
tendencies. This means that over time, people learn to behave in particular ways. Behaviours that
have positive consequences tend to increase, while behaviours that have negative consequences
tend to decrease. Skinner didn’t think that childhood played an especially important role in shaping
personality. Instead, he thought that personality develops over the whole life span. People’s
responses change as they encounter new situations.
Bandura agrees that personality arises through learning; he believes that conditioning is not an
automatic, mechanical process. He and other theorists believe that cognitive processes like thinking
and reasoning are important in learning. The kind of behaviourism they advocate is called social-
cognitive learning. Social Cognitive Theory (SCT), the cognitive formulation of social learning
theory that has been best articulated by Bandura, explains human behavior in terms of a three-way,
dynamic, reciprocal model in which personal factors, environmental influences,
and behavior continually interacts.

Learning Outcomes: Students will see how behaviorists psychologists focus on the ability of
human beings to think cognitive processes like thinking and reasoning are important in learning
and shaping in personality.
And while understanding SCT, students can analyze how Self-efficacy can be used in mastering
experiences, resourcefulness of social modeling; its impact on physical and emotional states and
lastly use of verbal persuasion in self-efficacy.

Essential Reading:

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 1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson, Chapter 12, Pages
402-410
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 14, Pages 585-596

Website Links
http://ep309.org/faculty/LAMBJEN/Chapter6/the_behaviorist_and_social_cognitive_view_of_pers
onality.pdf

Session 16: Tutorial

Session 17-18: Trait Theories

Description of the session: These two sessions will explain trait theory (also called
dispositional theory) as an approach to the study of human personality. Trait theorists are primarily
interested in the measurement of traits, which can be defined as habitual patterns of behavior,
thought, and emotion.

Learning Outcomes: Students will understand traits as relatively stable characteristics that cause
individuals to behave in certain ways. The trait approach to personality is one of the major
theoretical areas in the study of personality. The trait theory suggests that individual personalities
are composed of these broad dispositions which they will be able to relate to in their everyday
lives.
Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 12, Pages
468-476
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 12, Pages 402-410

Website Links
https://www.verywellmind.com/trait-theory-of-personality-2795955

Session 19: Tutorial

Page 9 of 21
Session 20-21: Biology of Personality: Behavioral Genetics Personality

Description of the session: Behavioral genetics is the study of genetic and environmental
influences on behaviors. By examining genetic influence, more information can be gleaned about
how the environment operates to affect behavior. Assessment is an end result of gathering
information intended to advance psychological theory and research and to increase the probability
that wise decisions will be made in applied settings (e.g., in selecting the most promising people
from a group of job applicants).

Learning Outcomes: Students can understand and appreciate that

twin studies provide important insights into when and how genes and environments shape human
nature. While assessment is conducted through behavioral observations, paper and pencil tests and
projective techniques can be useful using the established criteria of standardization, reliability, and
validity. The information can be used in several areas, including clinical work.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 12, Pages
468-476
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 12, Pages 402-410

Website Links
https://www.verywellmind.com/trait-theory-of-personality-2795955

Session 22: Tutorial

Session 23: Midterm Exam

Session 24: ABCs of Perception, Habitation and Adaptation

Description of the session: This unit will focus on sensations that are the mind's windows to the
world that exists around us. Without Perception, we would be unable to understand what all those

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sensations mean- perception is the process of interpreting the sensations we experience so that we
can act upon them.

Learning Outcomes: The goal of this course is to help students develop the knowledge of senses,
perception, Central Nervous System, ignoring sensations.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 12, Pages
412-418
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 13, Pages 511-558

Website Links
https://www.psychologytoday.com/us/blog/under-the-influence/201307/do-genes-influence-
personality

Session 25-26: Science of seeing and Hearing

Description of the session: We will learn the Psychological properties of light and also the
structure of the eye which influences color vision. Students will also be oriented towards
psychological properties of sound.

Learning Outcomes: Students will learn how parts of the eye work together anatomically as well
as theoretically explained by color vision. The will be explained types of hearing impairments and
the treatments like cochlea implants.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 3, Pages 80-
97
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 3, Pages 80-103

Website Links
https://study.com/academy/lesson/what-is-perception-in-psychology-definition-theory-quiz.html
Page 11 of 21
Session 27: Tutorial

Session 28-29: Chemical Senses, tastes good but smells trouble

Description of the session: Students will be taught how sense of taste and smell are related, sense
of olfactory sensaation and its anatomy. Students will be taught about somesthetic senses and how
body uses kinesthetic senses.

Learning Outcomes: Students will be aware of their gestation, five basic tastes, how sense of
touch works and what happens when people experience pain through gate control theory.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 5, Pages 100-
109
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 3, Pages 103-107

Website Links
https://open.lib.umn.edu/intropsyc/chapter/4-4-tasting-smelling-and-touching/

Session 30: Tutorial

Session 31-32: Elements of Classical Conditioning

Description of the session: Taking further the concepts learnt in earlier session, these sessions will
introduce the concept of learning and how it helps us adapt to the changing conditions of the world
around us.

Learning Outcomes: The goal is that students become aware of the elements in classical
experiments done by famous scientist Pavlov in proving how learning takes place.

Essential Reading:

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 1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 5, Pages 146-
156
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 4, Pages 137-148

Website Links
http://users.ipfw.edu/abbott/120/classical1.html

Session 33: Tutorial

Session 34-35: Concept of Reinforcement and its Schedules, Operant Concepts and Punishment

Description of the session: Students will learn Thorndike's law of effect and his experiments,
concept of reinforcements. This session will focus on impact and schedules of reinforcements
influencing behavioral change.

Learning Outcomes: Students will be able to appreciate Skinner's contribution to operant

conditioning as well as compare two classical approaches to learning. Students will be able to
explain schedules of reinforcements and their affect on behavior to withdraw punishment.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson. Chapter 5, Pages 158-
170
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 4, Pages 150-160

Website Links
https://courses.lumenlearning.com/boundless-psychology/chapter/operant-conditioning/

Session 36: Tutorial

Session 37-38: Stimulus Control, Behavior Modification, Cognitive Learning Theory,

Observational Theory

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Description of the session: To explain the concept of Stimuli control behavior and how Operant
Conditioning in Behavior Modification works with clients. Students will learn Tolman's classic
study on latent learning as well as Seligman's learned helplessness theory and Kohler's smart chip
insight learning. As crucial components of learning are taught, students will be taught what
observational learning is all about and Bandura's experiment with Bobo doll.

Learning Outcomes: Students will be aware of concepts like token economy, instinctive drift and
applied behavior analysis. With the help of three theories, students will be aware to judge how
different stimulus helps in various forms of learning in animals. Students will be able to link
learning distinction motivation with learning distinction.

Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson Chapter 5, Pages 171-
176
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 4, Pages 168-175

Website Links
https://businessjargons.com/cognitive-learning-theory.html

Session 39: Tutorial

Session 40: Assignment

Session 41-42: Models of Memory, Information Processing Model

Description of the session: After enhancing knowledge about various core areas of learning,
Memory is taught to the students, where they will be oriented to how memory is processed and
learn the same through information processing model.

Learning Outcomes: Students will be able to relate to crucial concepts like memory, storage,
iconic and eidetic memory.
Essential Reading:

Page 14 of 21
 1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson Chapter 6, Pages 180-
193
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 5, Pages 180-186

Website Links
https://dataworks-ed.com/blog/2014/07/the-information-processing-model/

Session 43: Tutorial

Session 44: Short-term and long term memory
Description of the session: Class will have case discussion on short term memory and how it is
different from working memory. Also we will identify the processes of long term memory which
includes declarative and non declarative forms of memory.

Learning Outcomes: Students are expected to be aware and will use concepts like decay,
rehearsal, and interference while explaining concepts related to memory. Students will be able to
understand duration of memory, elaborative rehearsal, types of long term memory and its
organization in long term memory.
Essential Reading:
1. Baron. A (2018). Psychology. Indian Subcontinent Edition. Pearson Chapter 6, Pages 183-
193
2. Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
Chapter 5, Pages 195-212

Website Links
https://www.youtube.com/watch?v=b9aEeLGjR6M

7. Assessment Plan

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Written/Oral Group/ Individual Assessment Weight-age

Oral Individual Continuous Assessment 10

(Class Participation)

Written Individual Presentation/Project 10

Written Individual Mid Term (Closed book 20

exam)

Written Individual End Term Exam 60

(Closed Book Exam)

Details of Assessment
7.1 Component 1: Continuous Assessment
Component 1 (10 Marks): This component constitutes 10% of the total assessment. The objective
is to engage students in the routine informed class discussions based on various articles and movies
prescribed and shared with the students. This is an individual assessment. Rubrics for the same is
detailed below.

Category Very Good 9-10 Good 7-8 Satisfactory 5-6 Needs

Improvement
4 and below
Contributions Routinely Usually provides Sometimes provide Rarely provides
provides useful useful ideas useful ideas when useful ideas
ideas when when participating in when
participating in the participating in classroom participating in
classroom. A classroom discussion. A classroom
definite leader discussion. A satisfactory student discussion.
who contributes a strong student who does what is May refuse to
lot of effort and who tries hard. required. participate or is
who makes class frequently
discussions better. absent from
class.

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Attitude Student is always Rarely is critical Often or Often is critical
respectful of his or of ideas or work occasionally has a of the work or
her self, others, of others. Often positive attitude ideas of others.
and teacher, has a has a positive about the task(s) and Rarely behaves
positive attitude, attitude about the behaves in a in a respectful
and does not task(s). Usually respectful manner. manner.
criticize anyone treats others and
else’s ideas or self with respect.
work. Students
feel safe
participating in her
presence.

Preparedness Always comes to Very rarely late, Sometimes late to Frequently late
& Focus class on time, almost always class, often brings to class, rarely
follows all brings needed materials but brings needed
classroom material to class, sometimes needs to materials
procedures, brings almost always borrow. Usually and/or is rarely
needed materials follows follows procedures ready to get to
to class and is classroom and is usually in her work by the
always in her seat procedures and is seat ready to work start of class.
ready to work ready to work by by the bell. Focuses Has difficulty
before the bell the bell. Focuses on the task and what focusing on
rings. Consistently on in-class work needs to be done class work and
stays focused on and what needs some of the time. procedures.
in-class work and to be done most Often must be
what needs to be of the time. reminded by the
done. Self-directed teacher about what
and highly needs to get done.
motivated.
Quality of Provides work of Provides quality Provides work that Provides sloppy
Work the highest quality work that reflects meets the work that
that reflects the effort from the requirements, but reflects very
student’s best student. more effort or time little effort or
efforts. could have been does not turn in
given. any work.

Behavior Student is awake Student is Student is awake Student

and engaged in awake and most of the time frequently
class on a daily engaged in class but has fallen sleeps and/or
basis. Student nearly every asleep or has been disrupts class.
shows no day, and shows distracting for a

Page 17 of 21
 disruptive no disruptive few classes.
behavior. behavior.

7.2 Component 2 (10%): : Presentation This component comprises 10% of the total assessment.
The students will be required to choose any one construct related to psychology, search and
review/summarize some research on the subject.This individual assignment will have to be
submitted by the 22nd Session. Presentations will be scheduled in the subsequent tutorial session. A
session will be devoted to feedback and reflection. The student will be assessed on the following:

S.no Sub Components Marks

1 2
Topic Chosen and Rationale
2 4
Summary of Literature studied
3 2
Presentation and group coordination
4 2
References
10
Total

7.2 Component 3: Midterm Assessment

Closed Book examination. This constitutes 20% of the total assessment and will cover the
syllabus covered till the 22nd session . The exam will be scheduled around mid- semester.

7.3 Component 4: End Term Assessment

Closed Book examination. This constitutes 60% of the total assessment and will cover the entire
syllabus. The exam will be scheduled towards the end of the Semester. Examination will consist of
three sections- 5 mark (four), 8 mark (three) and 16 mark (one) questions.

7.4 Rubrics
How will you score in the assessments (overall)?
• 80% and above- The answer is to the point, complete without errors .It demonstrates
excellent understanding of the concepts
• 70% and above-The answer contains minor error and are unlikely to undermine the main
conclusions. It demonstrates understanding of concepts but not presented well

Page 18 of 21
 • 60% and above- Answer contains errors that are likely to undermine the main conclusion
but the candidate has demonstrated the understanding of concepts required
• 50% and above- Answer contains major errors and are likely to undermine the main
conclusion but the candidate has shown initiative to identify possible solutions /
explanations. Answer does not reflect adequate understanding
• 40% and above- Answer suggests lack of understanding of the concepts
• Below 40%- Answer suggests complete lack of understanding of the concepts and is
entirely out of context.

7.5 Assessment Mapping with Learning Outcomes and PLGs

Type Group/Individual Assessment Learning PLGs

Outcomes
Assessed
Continuous Individual Class LO1, PLG1,
Assessment Participation LO3, LO4 PLG6
Continuous Group Presentation LO1, LO2 PLG2
Assessment
Mid-Term Individual Mid Term LO1, LO3 PLG1
Examination
(Closed
Book)
End-Term Individual End Term LO1, PLG1,
(Closed LO2, LO4 PLG2,PLG-
Book) 6

8. Maps
8.1 Assessment Map

Module Name: A1 A2 A3 A4 A5
Introduction to * * *
Psychology

A1- Individual assignment/case study

A2- Group assignment/ project/business plan

Page 19 of 21
A3- Open book examinations/ case study
A4- Closed book examinations
A5- Group/ Individual Presentations

8.2 Teaching Map

Module Name: T1 T2 T3 T4 T5 T6
Introduction to * * * *
Psychology

T1: Lectures
T2: Seminars/Tutorials
T3: Projects & Presentation
T4: Case Discussion
T5: Guest Lectures/Industrial Visit
T6: Lab Sessions

8.3 Curriculum Map

Mapping
Module Name: PLG1 PLG2 PLG3 PLG4 PLG5 PLG6 PLG7
Introduction to
Psychology
Covered * * * *

Taught * * * *

Assessed * * * *

8.4 Program Learning Goals (PLG’s)

PLG1- An understanding of psychological concepts, appropriate techniques for the working
knowledge and application of psychology
PLG2 - Demonstrate psychological information literacy, engage in innovative and integrative
thinking, interpret, design, conduct research and incorporate socio-cultural factors in scientific
enquiry

Page 20 of 21
PLG3 -To apply ethical standards for evaluation in practice and counseling in order to build
credibility and enhance interpersonal relationships.
PLG4-Adoption of values that build the community at local, national and global levels
PLG5-To be able to apply psychological concepts and skills to career goals, exhibit self-efficacy
and self-regulation, demonstrate emotional intelligence for working in teams and develop a
meaningful professional direction for life.
PLG6- Be able to communicate and negotiate based on critical thinking and informed judgment
leading to problem-solving and decision-making skills.
PLG7- Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
environment

9. Module Readings Grid

Essential Title Topic No. of Shared/

Readings Pages Isolated
Essential Readings Isolated
Baron. A (2018). Psychology. Indian Subcontinent Edition.
Pearson
Morgan and King (2001). Introduction to Psychology (7th
Edition). Tata Mc Graw Hill.

Website Website Links Shared

Links https://www.coursera.org/learn/introduction-psych
https://www.studocu.com › Macquarie University › Introduction to
Psychology I
psych.wisc.edu/braun/281/Outlines.html
www.unm.edu/~nlucas/Psych%20105/Lecture%20Notes/Ch15.pdf

Page 21 of 21
 POSITIVE PSYCHOLOGY
BA (HONS) PSYCHOLOGY

BATCH- 2019-2022

COURSE CODE: SAL-BPSY-103

Semester- 1

Credits - 4

L-T-P: 3-1-0

Elective/ Core- Core

This module introduces students to a whole new realm of Psychology that deals with human
potential, self -realization and fulfillment as the essence of human existence.

Academic Year: 2019-20

Page 1 of 19
 1. Introduction to the Module and Module Objective

The objective of the course is to develop a holistic understanding of Psychology as field. Familiarize
students with the side of psychology that focuses on aspects that make life worth living. Relevance
of the subject hinges on the fact that Psychology as a field is above and beyond psychopathology. It
is about ensuring individual and societal well- being.

LO1: Understanding of key concepts, findings, and issues in the emerging field of positive
psychology
LO2: Understanding of the research methods (including measures, interventions, and research
paradigms) used in positive psychology research
LO3: Ability to evaluate evidence for the validity, both internal and external, of empirical claims in
contemporary positive psychology research
LO4: Sensitization to the relevance of positive psychology and it’s application to creation of
healthier individuals and thriving communities.

2. Introduction to the Tutors

2.1 Area Chair:

Name:
Phone Number:
Email ID:
Cabin Location:
Website URL

2.2 Module Leader

Name: Neha Suri

Phone Number: 8700457245
Email ID: [email protected]
Cabin Location: Room no-40, First Floor.
Website URL

2.3 Tutors

Name: Neha Suri

Phone Number: 8700457245

Page 2 of 19
Email ID: [email protected]
Cabin Location: Room no-40, First Floor.

3. Module Pre-Requisites

No pre requisites for the module.

4. Module Overview

S.no Session Topics

No
Unit1 - Introduction to Positive Psychology

1 1 Introduction to Positive Psychology

Topics to be covered during the 44 sessions and the assessment plan.

2 2-4 Forerunners of Positive Psychology- Carl Jung; Concept of integrated Self,

Carl Rogers- Ideal and real self, Abraham Maslow- Self Actualization,
Gordon Allport.

5 Tutorial- Session 2,3 and 4

3 6-7 What is Positive Psychology, Historical background, Relevance, Deviation

from the traditional psychology, Some Key Concepts.

8 Tutorial- Session 6 and 7

4 9-10 PERMA Model – Acronym for Positive Emotions, Engagement, Relatedness,

Meaning and Accomplishment.

11 Tutorial – Session 9 and 10

Unit2 - Well Being

5 12-13 Positive Emotions- Positive affect, Happiness – it’s antecedents and

consequents, implications of positive emotions.

14 Tutorial – Session 12 and 13 Discussion on World Happiness Index

6 15-16 Love and Social Connectedness- Theories, relevance and implications.

17 Tutorial – Session 15 and 16

Unit3 - Attention Processes in Positive Psychology

Page 3 of 19
7 18-19 Flow and Mindfulness (Basics relating to intrinsic motivation)- Concepts,
antecedents and consequents of Flow and Mindfulness.

20 Tutorial – Session 18 and 19

Unit4 - Interpersonal Aspects of Positive Psychology

8 21-22 Positive relations, transforming conflicts and positive communication.

23 Tutorial – Sessions 21 and 22

9 24-25 Forgiveness and Compassion- Concepts, theories, fostering forgiveness and

compassion, Altruism and Society.

26 Tutorial – Sessions 24 and 25

Unit5 - Achievement and Accomplishment

10 27-28 Intelligence and Talent: Concepts and their implications for individual well
being.

29 Tutorial – Sessions 27 and 28

11 30-31 Creativity and Genius: Concepts, fostering creativity and their contributions
to individual well beings and societal betterment.

32 Tutorial – Session 30-31

Unit6 - Applying Positive Psychology

12 33-34 Coping in positive psychology focuses on styles and strategies of coping,

inculcating appropriate coping strategies, resilience, post-traumatic growth,
meaning and gratitude.

35 Tutorial – Session 33 and 34

13 36-37 Character Strength and Virtues; Concepts and implications for individual and
societies.

38 Tutorial – Session 36 and 37

14 39-40 Creating thriving communities and optimally functioning institutions,

Positive Organizational Behavior.

41 Tutorial – Session 39 and 40

15 42-43 Future of Positive Psychology

16 44 Tutorial - Recap of the syllabus

Page 4 of 19
 Total 44
Sessions

5. Module Readings

5.1 Main Texts

1. Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press

5.2 References

2. Carr, A. (2011): Positive psychology. Routledge.

3. Frankl, Victor E. (2006). Man’s Search for Meaning. Boston: Beacon Press
4. Lyubomirsky, S (2011). The How of Happiness. A Practical Guide to Getting the Life You
Want. New York: The Penguin Press
5. Sheldon, M.K. Et al. (Eds.) (2011). Designing Positive Psychology. Taking Stock and Moving
Forward. New York: Oxford University Press
6. Snyder, C. R., Lopez, S. J., Pedrotti, J.T. (2011) Positive Psychology: The Scientific and
Practical Explorations of Human Strengths. CA: Sage Publications
7. Duckworth, A.L. & Seligman, M.E.P. (2005). Self-discipline outdoes IQ in predicting
academic performance in adolescents. Psychological Science, 16, 939-944.

5.3 Journals

1. American Psychologist
2. Journal of Personality and Social Psychology
3. Annual Review of Psychology
4. Journal of Positive Psychology

5.4 Recommended Articles, Other material

1.Helliwell, J., Layard, R., & Sachs, J. (2019). World Happiness Report 2019, New York:
Sustainable Development Solutions Network.
2.Seligman MEP, Csikszentmihalyi M. Positive psychology: An introduction. American
Psychologist. 2000;55:5–14. [PubMed] [Google Scholar]
3. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-
and-build theory of positive emotions. American Psychologist, 56, 218–
226. https://relate.melbourne/well-being-theory/
4.University of Pennsylvania Professor Dr. Scott Barry Kaufman offers an updated overview here
in Which Character Strengths Are Most Predictive of Well-
Being? https://blogs.scientificamerican.com/beautiful-minds/which-character-strengths-are-most-
Page 5 of 19
predictive-of-well-being/
5.https://www.authentichappiness.sas.upenn.edu/
6.Richard Layard, Director of the Wellbeing Programme at London School of Economics Centre for
Economic Performance offers his perspective on the PERMA model and Dr. Seligman's
book Flourish here:https://www.theguardian.com/science/2011/may/15/flourish-science-of-
happiness-psychology-review
7.Learn more about how well-being research is transforming public policy around the world
here:https://news.upenn.edu/news/penn-study-finds-wellbeing-necessary-part-public-policy-agenda
8.Selective Attention Video:https://www.youtube.com/watch?v=vJG698U2Mvo
How do your attention and expectations shape your reality? Learn more about the selective attention
test here:http://www.livescience.com/6727-invisible-gorilla-test-shows-notice.html

9. http://psychologyofwellbeing.com/201610/prospection-psychology-turns-to-the-future.html

10. Learn more about the science behind optimism and heart health
here: https://blogs.scientificamerican.com/beautiful-minds/is-an-optimistic-mind-associated-with-
a-healthy-heart/

11. Learn more about creativity and well being here: https://blogs.scientificamerican.com/beautiful-
minds/the-creative-life-and-well-being/

12. https://web.archive.org/web/20160805085009/https://ivoh.org/constructive-journalism/

13. Constructive Journalism: https://www.windesheim.com/research/media/

14. https://www.theguardian.com/sustainable-business/upworthy-media-role-climate-change-
journalism
15. https://blog.wan-ifra.org/2016/01/14/is-constructive-journalism-finally-taking-off
16. https://penntoday.upenn.edu/news/penn-psychologists-study-intense-awe-astronauts-feel-
viewing-earth-space. Learn more about researchers harnessing big data for social good
here: http://www.newyorker.com/science/maria-konnikova/can-tweets-predict-heart-disease
17. Peterson, C.,& Seligman, M.E.P. (2004). Character strengths and virtues: A handbook and
classification. Washington, DC: American psychological Association

6. Session Plans

S.no Session Details

1 Session-1

Introduction-I

History of Positive Psychology and emergence of Positive Psychology and it’s relevance.
Students will also be oriented towards teaching pedagogy, assessment plan and
expectations from the students.
2 Session 2, 3, 4

Introduction -II- Forerunners of Positive Psychology

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 This session aims at understanding the Carl Jung- Concept of Self and Integrated Self
Humanistic perspective to Psychology- Carl Rogers, Gordon Allport, Abraham Maslow
and

Learning Outcome
1. Knowledge of key figures and their contributions to shaping the field of Positive
Psychology.
2. Understanding of the tenets, assumptions and applications of the theories of these
scholars/Schools.

Required Readings

King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas
and context. (4th Ed.).Pearson education.

3 Session 5: Tutorial
Class Discussion on subject matter covered during 2-4th Sessions
4 Session 6-7

Introduction III- What is Positive Psychology? It’s Relevance and deviation from
traditional views on Psychology.

Description of the session

These sessions will deal with what is positive psychology, emergence of positive
psychology and what is the relevance of positive psychology in today’s context. Some key
concepts of positive psychology will be discussed with a view to illustrate the meaning and
relevance of the field.

Learning Outcome
1. Knowledge of what and why of Positive Psychology.
2. Understanding and appreciation of it’s need and applicability.

Required Readings

1. Seligman MEP, Csikszentmihalyi M. Positive psychology: An

introduction. American Psychologist. 2000;55:5–14. [PubMed] [Google Scholar]
2. SNYDER, C. R., & Lopez, S. J. (2006). Positive psychology: The scientific and
practical explorations of human strengths. Thousand Oaks, CA: Sage

5 Session 7: Tutorial
Ted Talk/Video based discussion
6. Session 8-9

P-E-R-M-A Framework By Seligman

Description of the session

These sessions will introduce students to Seligman’s PERMA model- Persistence,

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 Engagement, Relatedness, Meaningfulness, and Accomplishment.

Learning Outcome
1. Knowledge of some key parameters of ensuring mental health.
2. Understanding of key elements of the Framework and their applicability to
human life.

Required Readings

1. Seligman MEP, Csikszentmihalyi M. Positive psychology: An

introduction. American Psychologist. 2000;55:5–14. [PubMed] [Google
Scholar]
2. SNYDER, C. R., & Lopez, S. J. (2006). Positive psychology: The scientific
and practical explorations of human strengths. Thousand Oaks, CA: Sage

7 Session 10 : Tutorial
8 Session 11-12

Positive Emotions

Description of the session

What are positive emotions? Positive affect versus negative affect; happiness as not the
intensity but frequency of negative versus positive emotions; The benefit of positive affect.
Concept of Emotional Intelligence. Authentic Happiness and positive emotions.

Learning Outcome
1. Knowledge of what are positive emotions or is there something like a negative
emotion?
2. Understanding and appreciation of antecedents and consequents of positive
emotions.

Required Readings

1. Seligman MEP, Csikszentmihalyi M. Positive psychology: An

introduction. American Psychologist. 2000;55:5–14. [PubMed] [Google Scholar]
2. Learn more about the science behind optimism and heart health
here: https://blogs.scientificamerican.com/beautiful-minds/is-an-optimistic-mind-
associated-with-a-healthy-heart/
3. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology:
The broaden-and-build theory of positive emotions. American Psychologist, 56,
218–226. https://relate.melbourne/well-being-theory/

9 Session 13: Tutorial

Discussion based on Movie- Life is beautiful/Pursuit of Happiness
10 Session 14-15
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 Connectedness and Love

This topic entails the concept of connectedness, it’s need for human existence, kinds of
Love, theories of Love, Positive outcomes of love.

Learning Outcome
1. Academic insight into the construct of love. Knowledge of what and why of
Positive Psychology.
2. Understanding of love and connectedness as both independent and dependent
variables in Psychology.

Required Readings

Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press

11 Session 16 Tutorial
Class discussion based on Subject Matter covered during 14th and 15th session
12 Session 17-18

Flow and Mindfulness

Mindfulness as a state of mind, Fostering mindfulness, benefits of mindfulness, Concept

of Flow, cultural considerations, fostering flow, Auto-telic personality, Benefits of Flow.
Learning Outcome
1. Academic insight into the constructs of Flow and Mindfulness
2. Understanding of flow and mindfulness as both independent and dependent
variables in Psychology.

Required Readings

1. Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New

York: Oxford University Press.
2. https://penntoday.upenn.edu/news/penn-psychologists-study-intense-awe-
astronauts-feel-viewing-earth-space

13 Session 19
Tutorial : Workshop on Applications of Flow and Mindfulness
14 Session 20-21

Positive relations, transforming conflicts and positive communication.

Building on the idea of connectedness covered earlier, Concept of conflict, need for
conflict, strengthening relationships through constructive resolution of conflict,
Communicating to build productive relationships. Antecedents and consequents of
productive relationships.

Learning Outcome

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 1. Understanding of what constitutes healthy interpersonal relationships.
2. Understanding of what causes and results from healthy interpersonal relations.

Required Readings

Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.

15 Session-22
Tutorial: Group based experiential activity
16 Session 23-24

Forgiveness and Compassion

Defining forgiveness and compassion, theories of forgiveness and compassion,

Cultivating forgiveness and compassion, measuring forgiveness, biological and
evolutionary basis of both the constructs. Altruism- it’s implication for individuals and
communities.

Learning Outcome
1. Understanding of the constructs of forgiveness and compassion
2. Understanding of the literature highlighting their impact on individuals and
communities.

Required Readings

Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.

17 Session-25 Tutorial
18 Session 26-27
Intelligence and Talent

Description

Understanding intelligence and talent. Review of literature to assess the extent to which
intelligence and talent lead to success and happiness. Downside of talent and intelligence.

Learning Outcome
1. Understanding of the constructs of intelligence and talent.
2. Understanding of the literature highlighting their contributions to
psychological well being.

Required Readings
1.Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.
2.Duckworth, A.L. & Seligman, M.E.P. (2005). Self-discipline outdoes IQ in predicting
academic performance in adolescents. Psychological Science, 16, 939-944.

19 Session-28 Tutorial

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 Class Discussion on – Goodwill Hunting
20 Sessions 29-30

Creativity and Genius

Description
Review of Literature on creativity and genius with a focus on their implications for
individuals and societies. The focus would be on the constructs of genius and creativity,
their antecedents and consequents.

Learning Outcome
1. Understanding of the constructs of Creativity and Genius.
2. Understanding of the literature highlighting their contributions to
psychological well being.

Required Readings

1.Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.
2. Learn more about creativity and well being
here: https://blogs.scientificamerican.com/beautiful-minds/the-creative-life-and-well-
being/

21 Session 31
Tutorial – Discussion on the subject matter covered in the previous two sessions.
22 Session 32-34

Coping in Positive Psychology

Description

Coping styles and strategies, Coping and well being, coping Focuses on resilience, post-
traumatic growth, meaning and gratitude. Definitions of the aforementioned constructs,
their implications and ways to foster these.

Learning Outcome
1. Understanding and appreciation of effective coping in the face of adversities.
2. Insight from Literature into the factors which build the capabilities to cope and
bounce back.

Required Readings

1.Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.

23 Session-35

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 Tutorial – Experiential Exercise – Letter of Gratitude/Discussion on the movie-
Collateral Beauty
24 Session 36-37

Character Strength and Virtues

Constructs of strengths and virtues, their role in shaping individuals, societies and
communities.

Learning Outcome
1. Understanding and appreciation of the concept of virtues and strengths.
2. Insight from Literature in the role these play in shaping individuals, societies
and communities.

Required Readings

1.Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.
2. University of Pennsylvania Professor Dr. Scott Barry Kaufman offers an updated
overview here in Which Character Strengths Are Most Predictive of Well-
Being? https://blogs.scientificamerican.com/beautiful-minds/which-character-strengths-
are-most-predictive-of-well-being/
2. Peterson, C.,& Seligman, M.E.P. (2004). Character strengths and virtues: A handbook
and classification. Washington, DC: American psychological Association.

25 Session – 38
Tutorial
Workshop and Discussion on any of the following.
Five people you Meet in heaven/Tuesdays with Morris/Seven Habits of highly effective
people.

26 Session 39-40

Creating thriving communities and optimally functioning institutions

Description

Leveraging positive individual traits, emotions and relationships to create thriving

communities. This topic also entails application of positively oriented human resource
strengths and psychological capacities that can be measured, developed, and effectively
managed for performance improvement in today's workplace.

Learning Outcome
1. Understanding and appreciation of the idea of thriving and optimally
functioning institutions.
2. Insight from Literature into plausible contribution that positive psychology can
make in this direction.

Required Readings

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 1.Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.
2. Learn more about researchers harnessing big data for social good
here: http://www.newyorker.com/science/maria-konnikova/can-tweets-predict-heart-
disease.
3. https://www.theguardian.com/sustainable-business/upworthy-media-role-climate-
change-journalism
4. https://blog.wan-ifra.org/2016/01/14/is-constructive-journalism-finally-taking-off
5. Luthans F. (2002b). Positive organizational behavior: Developing and managing
psychological strengths. Academy of Management Executive, 16, 57–72.

27 Session 41
Tutorial
Discussion on a Movie
28 Session 42-43

Future of Positive Psychology and Recap

Description
This part of the module focuses on the critically evaluating the field of positive
psychology, its assumptions, it’s applicability and identifying areas which need further
research and exploration.

Learning Outcome
1. Critical review of Positive Psychology.
2. Insight from Literature into the applicability of Human Psychology to various
spheres of Human existence.

Required Readings

1.Snyder, C. R., Lopez, S. J. (Eds.) (2009). Handbook of Positive Psychology. New York:
Oxford University Press.
2. . http://psychologyofwellbeing.com/201610/prospection-psychology-turns-to-the-
future.html
29 Session 44
Tutorial

Doubt Clearance

7. Assessment Plan

Written/Oral Group/Individual Assessment Weight age

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 Oral Individual (Article Continuous 10 Marks
/ Movie Assessment
discussions)
Written and Group Review of 30 Marks
Oral Research and
Presentation
Written Individual End Term Exam 60 Marks
(Closed Book)
Total 100 Marks

Details of Assessment

7.1 Component 1 (10 Marks): This component constitutes 10% of the total assessment. The
objective is to engage students in the routine informed class discussions based on various articles
and movies prescribed and shared with the students. This is an individual assessment. Rubrics for
the same is detailed below.

Category Very Good 9-10 Good 7-8 Satisfactory 5-6 Needs

Improvement
4 and below
Contributions Routinely Usually provides Sometimes provide Rarely
provides useful useful ideas useful ideas when provides useful
ideas when when participating in ideas when
participating in participating in classroom participating in
the classroom. A classroom discussion. A classroom
definite leader discussion. A satisfactory student discussion.
who contributes a strong student who does what is May refuse to
lot of effort and who tries hard. required. participate or
who makes class is frequently
discussions better. absent from
class.
Attitude Student is always Rarely is critical Often or Often is critical
respectful of his of ideas or work occasionally has a of the work or
or her self, others, of others. Often positive attitude ideas of others.
and teacher, has a has a positive about the task(s) Rarely behaves
positive attitude, attitude about and behaves in a in a respectful
and does not the task(s). respectful manner. manner.
criticize anyone Usually treats
else’s ideas or others and self
work. Students with respect.

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 feel safe
participating in
her presence.

Preparedness Always comes to Very rarely late, Sometimes late to Frequently late
& Focus class on time, almost always class, often brings to class, rarely
follows all brings needed materials but brings needed
classroom material to class, sometimes needs to materials
procedures, brings almost always borrow. Usually and/or is rarely
needed materials follows follows procedures ready to get to
to class and is classroom and is usually in her work by the
always in her seat procedures and seat ready to work start of class.
ready to work is ready to work by the bell. Focuses Has difficulty
before the bell by the bell. on the task and focusing on
rings. Focuses on in- what needs to be class work and
Consistently stays class work and done some of the procedures.
focused on in- what needs to be time. Often must be
class work and done most of the reminded by the
what needs to be time. teacher about what
done. Self- needs to get done.
directed and
highly motivated.
Quality of Provides work of Provides quality Provides work that Provides sloppy
Work the highest quality work that meets the work that
that reflects the reflects effort requirements, but reflects very
student’s best from the student. more effort or time little effort or
efforts. could have been does not turn in
given. any work.

Behavior Student is awake Student is Student is awake Student

and engaged in awake and most of the time frequently
class on a daily engaged in class but has fallen sleeps and/or
basis. Student nearly every asleep or has been disrupts class.
shows no day, and shows distracting for a
disruptive no disruptive few classes.
behavior. behavior.

7.2 Component 2 (30 Marks):: This component comprises 30% of the total assessment. The
students will be required to choose any one construct related to positive psychology, search and
review/summarize at least 6 research papers on the same and write the references for the same.
This individual assignment will have to be submitted by the 22nd Session. Presentations will be

Page 15 of 19
scheduled in the subsequent tutorial session. A session will be devoted to feedback and reflection.
The student will be assessed on the following:

S.no Sub Components Marks

1 5
Research Papers Chosen/Source
2 15
Themes and Summary
3 10
Presentation and group coordination
4 5
References
30
Total

7.3 Component 3 (60 Marks):: Closed Book examination. This constitutes 60% of the total
assessment and will cover the entire syllabus. The exam will be scheduled towards the end
of the Semester. Examination will consist of three sections- 5 mark (four), 8 mark (three)
and 16 mark (one) questions.

7.4 Rubrics

How will you score in the assessments (overall)?

• 80% and above- The answer is to the point, complete without errors .It demonstrates
excellent understanding of the concepts
• 70% and above-The answer contains minor error and are unlikely to undermine the
main conclusions. It demonstrates understanding of concepts but not presented well
• 60% and above- Answer contains errors that are likely to undermine the main
conclusion but the candidate has demonstrated the understanding of concepts required
• 50% and above- Answer contains major errors and are likely to undermine the main
conclusion but the candidate has shown initiative to identify possible solutions /
explanations. Answer does not reflect adequate understanding
• 40% and above- Answer suggests lack of understanding of the concepts
Below 40%- Answer suggests complete lack of understanding of the concepts and is entirely
out of context

7.5 Assessment Mapping with Learning Outcomes and PLGs

Type Group/Individual Assessment Learning PLGs

Outcomes
Assessed
Continuous Individual (Article / LO1, PLG1,
Assessment Movie LO2, PLG2,PLG7
discussions) LO3, LO4

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 Mid-Term Group Review of LO2, LO3 PLG2,
Research PLG7
and
Presentation
End-Term Individual (Closed LO1, PLG1
Book) LO2, LO3

8. Maps

8.1 Assessment Map

Module Name: A1 A2 A3 A4 A5
Positive Psychology * * * *

A1- Individual assignment/case study

A2- Group assignment/ project/business plan
A3- Open book examinations/ case study
A4- Closed book examinations
A5- Group Presentations

8.2 Teaching Map

Module Name: T1 T2 T3 T4 T5 T6
* * * *

T1: Lectures
T2: Seminars/Tutorials
T3: Projects & Presentation
T4: Case Discussion
T5: Guest Lectures/Industrial Visit
T6: Lab Sessions

8.3 Curriculum Map

Page 17 of 19
 Program Learning Goals
Module Name: L1 L2 L3 L4 L5 L6 L7
Positive
Psychology
Covered * * * * *
Taught * * * * *
Assessed * * *

Program Learning Goals of Psychology Department

1. An understanding of psychological concepts, appropriate techniques for the working

knowledge and application of psychology
2. Demonstrate psychological information literacy, engage in innovative and integrative
thinking, interpret, design, conduct research and incorporate socio-cultural factors in
scientific enquiry
3. To apply ethical standards for evaluation in practice and counseling in order to build
credibility and enhance interpersonal relationships.
4. Adoption of values that build the community at local, national and global levels
5. To be able to apply psychological concepts and skills to career goals, exhibit self-efficacy
and self-regulation, demonstrate emotional intelligence for working in teams and develop a
meaningful professional direction for life.
6. Be able to communicate and negotiate based on critical thinking and informed judgment
leading to problem-solving and decision-making skills.
7. Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
environment

9. Module Readings Grid

S.n Title/Pages/Topic Shared/Isolat

o ed
1 Helliwell, J., Layard, R., & Sachs, J. (2019). World Happiness Report 2019, Isolated
New York: Sustainable Development Solutions Network.
2 Seligman MEP, Csikszentmihalyi M. Positive psychology: An Isolated
introduction. American Psychologist. 2000;55:5–14. [PubMed] [Google
Scholar]
3 Fredrickson, B. L. (2001). The role of positive emotions in positive Isolated
psychology: The broaden-and-build theory of positive emotions. American
Psychologist, 56, 218–226. https://relate.melbourne/well-being-theory/
4 University of Pennsylvania Professor Dr. Scott Barry Kaufman offers an Isolated
updated overview here in Which Character Strengths Are Most Predictive
of Well-Being? https://blogs.scientificamerican.com/beautiful-
minds/which-character-strengths-are-most-predictive-of-well-being/
5 https://www.authentichappiness.sas.upenn.edu/ Isolated

Page 18 of 19
SEMESTER 2
 IILM University

Academic Writing

BBA/ BCom / BA Economics/B.A International Relations/B.A History/ B.Tech / B.A

LLB/ BBA LLB/ B.A Psychology/ B.A English/ BJMC (2019-2022)

Academic Year: 2020-21

Course Code – IILMU – CC - 004

Academic Writing is designed to develop and sharpen your academic and professional writing
skills. The course introduces you to the kinds of writing assignments you will encounter as
college students so that you will be able to write academic essays with confidence and skill.
You will do short writing assignments that will help you learn to work with the fundamental
concepts of academic writing that all students and scholars use: reading closely to analyse
texts and question sources; reasoning with evidence; organizing persuasive and well-
structured arguments; and communicating your ideas in clear and effective prose.

1. Introduction to the Course and Course Objective

Academic Writing is designed to develop and sharpen your academic and professional
writing skills and strategies in English. Good essays don’t appear spontaneously. They
emerge, usually, from many time-consuming drafts: with each draft, the writer moves closer
to what she or he wants to say. The first draft or two is always more like a conversation a
writer has with him- or herself than it is a communication with readers. After exploring and
developing their ideas through successive drafts, writers can then turn their drafts to “face” an
audience, anticipating and shaping readers’ responses to the essay’s ideas. In other words,
your preliminary exercises and drafts help you explore your ideas in writer-based prose; your
final draft turns those ideas into reader-based prose—an essay that readers will find clear and
persuasive. This is a seminar class in which everyone’s active participation is not only
encouraged, but expected. I hope that even if you are generally reserved, you will make an
effort to participate in discussions. Although the primary aim of this course involves helping
you build your proficiency and confidence as a writer of English, we will also devote time
and effort to improving your reading, critical reasoning, and research skills. A guiding
principle of language and literacy development is that all skill areas are interdependent and
that people become good writers not only by learning to write. They also become effective
writers by:

• reading extensively and learning a variety of comprehension strategies;

• listening and paying attention to spoken messages;
• speaking and attending to how others comprehend our speech;

Page 1 of 16
 • building their vocabularies and paying attention to new words;
• noticing and using unfamiliar grammatical patterns.

2. Introduction to Tutors

2.1 Course Leader

Name : Dr Radhika Madan
Phone Number : 0124 2775642
Email ID : [email protected]
Cabin Location. : Room 60, 2nd Floor

3. Course Pre-Requisites:

There is no pre-requisite for the course. However the student is advised to bring to the
sessions his/her insights, enthusiasm, creativity and curiosity to maximize on the learning
through participation.

4. Course Overview

Session Plan

Session/s Details
1 Introduction to Academic Writing
2 Self Introduction
3 Writing process.-Organizing, Thinking, Composing, Analysis
4 Summarizing a Report – Reading, Listening and then summarizing
5 Role of Punctuation and Capitalization
6 Formal and Informal Writing
7 E-mail Writing and Letter Writing
8 Practical – Email writing
9 CV Building and Writing Cover Letters
10 Practical – CV writing
11 Referencing, Citation and Plagiarism
12 Informative Writing-Case Analysis and Writing Decision Reports
13 Reviews – Book Reviews and Movie Reviews
14 Mid Term
15 Descriptive Academic Writing
16 Analytical Academic Writing
17 Persuasive Academic Writing
18 Writing strengths and weaknesses
19 Statement of Purpose
20 Writing an Article (social sensitive issues and technical/scientific writing)
21 Essay Writing
22 Facts & Opinion formation

Page 2 of 16
5. Readings

5.1. Main texts : The prescribed readings in the course will provide a good theoretical
construct to the subject. These readings need to be supplemented with reading of journals and
web resources to understand individual dynamics. You are encouraged to access the library
for reference books.

 Business Communication, Building Critical Skills, O Locker & Stephen

KyoKaczmarek, Special Indian Edition McGraw Hill Publications
 Contemporary Business Communication – Scot Ober, Fifth Edition, Biztantra
 Business Communication - Asha Kaul, Second Edition, PHI Publishing

5.2 Readings

The E-books and desired reading books are mentioned with each topic for further knowledge
and Understanding beyond classroom

 https://www.kau.edu.sa/Files/0013287/Subjects/academic-writing-handbook-
international-students-3rd-ed%20(2).pdf
 http://www.vsm.sk/Curriculum/academicsupport/academicwritingguide.pdf
 https://www.birmingham.ac.uk/Documents/students/guide-to-academic-writing.pdf
 https://www.eapfoundation.com/vocab/academic/

6. Session Plan

Session 1 : Introduction to Academic Writing

Description of the session

This session will give the introduction to the Academic Writing Course. The competitive
global picture has made it imperative to acquire skills. The students will be told how
listening and reading enables people to write better. This class will be focused to explain the
relevance of the subject and the importance to gain a reasonable level of proficiency in
writing skills. This session will introduce the concept of academic writing and the need for
such writing. The students will be made aware about the different types of writing, their
functions and features. The session is aimed to develop the skills of reading, speaking and
writing.

Learning Outcome:

 The students will be able to assimilate the course plan and its objectives.
 They will understand the process of academic writing and its relevance

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Session 2 : Self Introduction

Description of the session

The session will be based on an activity to get to know the students. The students will
introduce themselves. They will be given a cue as to how they should do so. After a class
interaction, they will be asked to write a passage on their self introduction.

Learning Outcome:

 Students can improve their writing skills along with their reading, speaking and
listening skills
 Students will understand the importance of writing skills for their higher education and
later in the workplace

Required Readings:

 https://owl.purdue.edu/owl/general_writing/the_writing_process/writing_task_resourc
e_list.html
 https://sydney.edu.au/students/writing/types-of-academic-writing.html

Session 3 : Writing process.-Organizing, Thinking, Composing, Analysis

Description of the session

The session will focus on the various aspects of the process of writing and various stages of
creating a written message. The students will be taken through the stages of the writing
process, i.e., Preparing-Drafting-Revising, Editing and Correcting.
The session will provide an overview to the student on the need to analyze the audience. It
will also highlight the requirement to specify the purpose of the message, to aid in planning
the order and style of the information. Organizing Communication introduces the student to
questions about purpose, audience, and three resources for creating a message—reason,
emotion, and character. An organized form of written communication will result in enhancing
the effectiveness of communication and result in the achievement of the expected outcome.

Learning Outcome:

 The Students will understand the importance and relevance of organizing, planning
and placement of information, composing drafts and revising and proofreading for
correctness, will be brought forth in this session.
 They will realize that, putting one’s thoughts into writing that is readily understood by
others takes more effort than speaking.

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Required Readings:

 Contemporary Business Communication by Scot Ober, Biztantra, Chapter One, Pg.

184-202.
 Business Communication – Building Critical skills – Kitty O Locker, Unit One
Module four: “Planning Writing and Revising”, 60-70

Session 4 : Summarizing a Report – Reading, Listening and then summarizing

Description of the session

The session aims to gauge the reading, listening and understanding skills of the students. The
exercise of reading benefits the speaker in overcoming his/her inhibitions of presentation and
encourages correct pronunciation in the presence of the facilitator.
Listening skills are enhanced: The rest of the class improves upon their listening skills as they
‘hear’ the report. They too re-work upon their pronunciation, pauses and gain confidence in
speaking in front of an audience when they see a peer reading out to them.
Writing a summary of the report that has been read out: The session – aims to make the
students recall what they have just heard and then write its summary. They will be given 20
minutes to write within a word limit of 250 words.

Learning Outcome:

 Students will listen carefully to paraphrase and summarize

 Students will learn to summarize a report in your own words without losing the essence
of the content

Desired Readings:

 http://www.uefap.com/reading/notetake/summary.htm

Session 5 : Role of Punctuation and Capitalization

Description of the session

The session will start with a discussion on punctuation, its definition, importance, and
function in written English. Students’ pre-learning will be gauged through an oral question-
answer session. The session aims to test the level of learning of the students, their familiarity
with the use and role of different punctuation marks. A written exercise will be conducted to
test their understanding and improve upon their knowledge of the proper use of punctuation
marks. Capitalization will be introduced and discussed in the class in an interactive manner.

Page 5 of 16
Learning Outcome:

 Students will develop the ability to gauge the difference in writing with the proper
use of punctuation
 Students will understand the importance of Capitalization and punctuation in
academic writing

Required Readings:

 https://www.thoughtco.com/punctuation-definition-1691702
 https://www.thoughtco.com/guidelines-for-using-apostrophes-correctly
 https://owl.purdue.edu/owl/purdue_owl.html

Session 6 : Formal and Informal Writing

Description of the session

The session will start with a discussion on what is meant by formal and informal writing, how
the two are different and what is their purpose. Students will differentiate between different
salutations that are used in formal and informal e-mail and letter writing; content with correct
beginning and ending lines.

Learning Outcome:

 Students learnt the importance of using different salutations, phrases in formal and
informal writing
 Students understood the Dos and don’t’s of formal and informal writing

Desired Readings:

 https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-
writing-tips-to-get-results/article14422915/
 https://owl.purdue.edu/owl/general_writing/academic_writing/using_appropriate_lang
uage/levels_of_formality.html

Session 7-8 : E-mail Writing and Letter Writing

Description of the session

E-mails have become the norm in all sphere of life. E-mail writing is the lifeline of all
communications – be it informal or formal. However, letter writing is equally important in
official communications. E-mails as well as letters are sent to accept admission or job
applications. Students will be shown right and wrong usages, the correct salutations to be
used, words/phrases to avoid and the like.

Page 6 of 16
Learning Outcome:

 Students will be taken through the good practices in letter and e-mail writing
 Students will be informed about the words/ slangs to avoid in formal e-mails and
letters

Desired Reading:

 https://www.grammarly.com/blog/email-writing-tips/
 https://www.youtube.com/watch?v=xay5TeJVSC0
 https://www.youtube.com/watch?v=itLLVAJjXNI

Session 9-10 : CV Building and Writing Cover Letters

Description of the session

The students will be given tips and practice on resume writing and writing job application
letters. They will also be taken through samples of good and bad CVs, as well as cover
letters. Other written forms of communication used during job hunting, will also be
discussed. Details like the length of a resume and cover letter will be discussed and students
will be given hands-on practice of writing the two documents.

Learning Outcome:

 The students will learn the importance of writing a resume and cover letter. They will
understand that written communication is an essential ingredient in the process of job
hunting.
 The session will focus on the different formats of CVs and the criteria that are
considered for hiring for different job functions.

Required Reading:

 Contemporary Business Communication by Scot Ober, Biztantra, Chapter 15, Pg.520-

544.
 Business Communication – Building Critical skills – Kitty O Locker, Unit Seven:
“Job Hunting”, Module, Pg.457-498.
 Basic Business Communication - Lesikar and Flatley, Chapter 9, Strategies in the Job
Application Process, Pg.228-248.
 https://owl.purdue.edu/owl/job_search_writing/resumes_and_vitas/index.html

Page 7 of 16
Session 11 : Referencing, Citation and Plagiarism

Description of the session

The session highlights the need for proper referencing and citation in academic as well
professional arena. The session will focus on the academic practice of citing and referencing
information - using Harvard Style of Referencing. The session examines need to avoid
plagiarism in the professional arena. Different kinds of plagiarism, and how to avoid these
will be discussed in the session.

Learning Outcome:

 The students will be able to cite information and write the references for journals or
books referred. This will be mainly useful for writing reports.
 Students will understand the plagiarism aspect and will be able to practice different
techniques to avoid the same.

Desired Reading
What is Plagiarism: [Available at http://www.brad.ac.uk/library/help/plagiarism/what-is-
plagiarism/ ]

Session 12 : Informative Writing-Case Analysis and Writing Decision Reports

Description of the session

The student will be taught that, description communicates the details, characteristics, parts,
and qualities of a case, object, or other subject. Explanation complements description by
stating how or why something happens. In the business world, informative writing combines
description and explanation and provides relevant information to the reader and can then be
used to make or support decisions.
This session will familiarize the students with the format and aspects of case analysis, criteria
of evaluation, recommendations and decision report writing, which are necessary for
stakeholders to make objective decisions. The session will entail, students being given
practice on writing a simple and straightforward account of a business situation or a scenario,
without any element of emotion. In business world, objective and informative writing
combines description and explanation and provides relevant information to the reader to
enable making decisions to plan actions.

Learning Outcome:
 Students will learn how to analyze a case and extract information, to create an
effective communication, which may aid decision making or action planning.
 They will learn to extract whatever seems connected and important to their purpose
from source documents and include in their informative communication/ decision
report.
 Students will get practice on simple informative writing, which conveys a message
effectively.

Page 8 of 16
Desired Readings:
 Contemporary Business Communication by Scot Ober, Biztantra, Chapter 7, Pg.217-
230.
 Business Communication – Building Critical skills – Kitty O Locker, Unit three:
“Letters, Memos, E-Mail Messages, and Web Writing”, Pg. 145-155
 Basic Business Communication - Lesikar and Flatley, Chapter 5, Pg.84-91.

Session 13 : Reviews – Book Reviews and Movie Reviews

Description of the session

The session aims to introduce movie/book review as a piece of critical writing. Students will
be introduced to new terms and words that are relevant for developing critical thinking skills
and attitude. A sample format will be discussed to help those students who feel unsure of how
to begin writing a review. A checklist will be shared against which they will be asked to
check their write-ups. Students will be encouraged to think and develop their individual style
of writing, using specific words and terms.

Learning Outcome:

 This session will sharpen the analytical writing skills of students

 This will help them develop individual writing styles
 This will also encourage reading books and viewing films from a critical perspective

Session 14 : Mid-Term Evaluation

Session 15: Descriptive Academic Writing

Description of the session

Descriptive writing is commonly used in academic writing where you are asked to describe or
outline the way things are (for example, the features of a particular theory) or the way things
happened (for example, a series of historical events). Descriptive writing simply lists or
catalogues information. It does not establish relationships between the pieces of information
and does not present a position to be argued.

Learning Outcome:

 Students will be able to identify elements of descriptive writing

 Students will be able to compose a descriptive essay

Required Readings:

 https://libguides.uos.ac.uk/academic/writing/DescriptiveWriting
 https://writesite.elearn.usyd.edu.au/m3/m3u4/m3u4s2/m3u4s2_1.htm

Page 9 of 16
Session 16 : Analytical Academic Writing

Description of the session

Analytical writing is commonly required in academic writing to show relationships between

pieces of information. It is used to compare and contrast, assess or evaluate (for example, a
number of approaches, theories, methodologies or outcomes). It has a structure based on the
ordering of main ideas in relation to each other and uses evidence from various sources.
However, analytical writing does not present a position to be argued. Like descriptive
writing, analytical writing often forms part of argumentative essay writing but is never the
primary component of this type of writing.

Learning Outcome:

 This session will make the students understand how analyses works and how they can
write analytically
 By doing so, students will be able to develop their own individual view points

Desired Reading

 https://wac.colostate.edu/docs/books/involved/chapter9.pdf

Session 17 : Persuasive Academic Writing

Description of the session

The session will highlight that - using writing to persuade an audience is a difficult and a
complex task compared to writing for informational purpose only. The session dwells on the
different techniques of writing persuasive messages. For instance, a diagnosis argument will
help correct a problem, an evaluation argument will help to capitalize on positives, eliminate
and reduce negatives, whereas, a decision argument will focus on the implementation of
decisions. The session provides an opportunity to students to practice writing different types
of persuasive messages. The practice session will enable them to write for scenarios like
advertising, and negotiation.

Learning Outcome:
 The students will understand the difference between informative and persuasive
communication and understand the different ways of persuading, using written
messages.
 Students will understand the importance of persuasive communication in business.

Video :

Page 10 of 16
  https://www.youtube.com/watch?v=cFdCzN7RYbw&list=PLhZGRmBEr-
17HK9UPcMdDAvFLzBJ-cnzx
 https://www.youtube.com/watch?v=x4tTugqBkJU

Session 18 : Writing strengths and weaknesses

Description of the session

The session highlights the importance of analyzing one's strengths and weaknesses in
preparing for the employment. Combination of different techniques (SWOT) will be used to
help students understand their strengths and weaknesses in order to relate to the future
employment needs.
Learning Outcome:

 Students will be able to make a self assessment thereby creating a development plan
for honing their strengths and developing their weaknesses.

Session 19 : Statement of Purpose

Description of the session

The session aims to introduce the writing of a statement of purpose to the students. It is a
piece of analytical writing as well as it compels the students to introspect and write about
themselves in an interesting logical manner, connecting their past learning, qualifications
with their present educational level building up to their future educational and career goals.

Learning Outcome:

 The statement of purpose is not just a reflection of the candidate but also of his / her
writing abilities

Desired Reading

 https://www.youtube.com/watch?v=qhBgvVMvPH8
 https://youtu.be/3yi7o45Y_EU
 https://rossieronline.usc.edu/blog/10-tips-on-how-to-write-a-statement-of-
purpose-for-graduate-school/
 https://www.essayedge.com/blog/statement-of-purpose-format/
 https://www.princetonreview.com/grad-school-advice/statement-of-purpose
 https://grad.berkeley.edu/admissions/apply/statement-purpose

Session 20 : Writing an Article (social sensitive issues and technical/scientific writing)

Page 11 of 16
Description of the session

The session will focus on the various aspects of the process of writing an article and various
stages of creating a written message. The students will be taken through the stages of the
writing process, i.e., Preparing-Drafting-Revising, Editing and Correcting.

Learning Outcome

 The Students will understand the importance and relevance of organizing, planning
and placement of information, composing drafts and revising and proofreading for
correctness.

Desired Reading
 Contemporary Business Communication by Scot Ober, Biztantra, Chapter One, Pg.
184-202.

Session 21 : Essay Writing

This week's academic writing session will focus on introducing research statement and essay
formats. An essay is generally a short piece of writing outlining the writer’s perspective or
story. It is often considered synonymous with a story or a paper or an article. Essays can be
formal as well as informal. Formal essays are generally academic in nature and tackle serious
topics.

Learning Outcome
 Students will understand to identify strengths and weaknesses out of the content
 Students will develop their abi9lity to write an essay

Desired Reading
 https://www.kau.edu.sa/Files/0013287/Subjects/academic-writing-handbook-
international-students-3rd-ed%20(2).pdf
 http://www.vsm.sk/Curriculum/academicsupport/academicwritingguide.pdf
 https://www.birmingham.ac.uk/Documents/students/guide-to-academic-writing.pdf

Session 22 : Facts & Opinion formation

The session will help students examine information on a relevant topic from different sources
of media and will provide them an opportunity to form an opinion on the topic.

Learning Outcome:
 The students will be able to write their opinion on a particular issue, on the basis of
numerous factual pieces provided as input.
 This shall foster convergent thinking and sharpen analytical skills.

Page 12 of 16
 7. ASSESSMENT PLAN

Written/ Group/ Individual Assessment (50 marks) PLGs assessed

Oral
Written Individual / Group Continuous evaluation (5 marks) L4, L6
Article writing (5 marks)

Written Individual Mid Term Exam : (10 marks) L4, L6

Written Individual End Term Assignment : Book Review L4, L6

(15 marks)

End Term Assignment : CV (15

marks)

7.1 Details of Assessment

A. Continuous Assessment

 The students will be assessed continuously in between the sessions through

class participation.
 The students will be assessed on their article submission.

B. Mid Term Exam

 The students take a written mid term exam

C. End Term Assessment

 The students will be assessed through a written assignment on a Book Review and
they will have to submit their CV which will further be used at the time of their
internship

7.2 ASSESSMENT MAPS

Course A1 A2 A3 A4 A5
Academic Writing * * *

A1 – Individual Assignment
A2 – Group Assignment
A3 – Open Book Examination

Page 13 of 16
 A4 – Closed Book Examination
A5 – Presentation

8. Maps

8.1 Assessment Map

Course A1 A2 A3 A4 A5

Academic Writing * * *

A1- Individual assignment/case study

A2- Group assignment/ project/business plan
A3- Open book examinations/ case study
A4- Closed book examinations
A5- Group Presentations

8.2 Teaching Map

Course T1 T2 T3 T4 T5 T6

Academic Writing * *

T1: Lectures
T2: Seminars/Tutorials
T3: Projects & Presentation
T4: Case Discussion
T5: Guest Lectures/Industrial Visit
T6: Lab Sessions

8.3 Curriculum Map

Program Learning Outcomes

Course Name: L1 L2 L3 L4 L5 L6 L7

Academic
Writing
Covered * *
Taught * *
Assessed * *

Page 14 of 16
Programme Learning Goals (PLGs)
L1 - An understanding of organizations and management techniques to allow investigation
into business and management issues.
L2 - An ability to acquire, analyze and understand data and information for managerial
decisions.
L3 - Critical thinking and informed judgement leading to problem solving, decision-making
and negotiating skills.
L4 - Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
business environment.
L5 - An understanding of disruptive and technological change and the ability to seek
innovative and entrepreneurial solutions.
L6 - Emotional intelligence and people’s skills in communicating, working in teams and with
people.
L7 - Being cognizant of the impact of individual and corporate actions on society,
recognizing responsible and inclusive business practices and sensitivity to the social,
economic and environmental responsibilities of business.

Assessment Rubric
F E D C B A Grade
5 4 3 2 1 0 Rating
Excellent Very Good Pass Unsatisfactory Fail Description
Good

9. Course Readings Grid

S.No. Title Topic Discussed Shared/Isolated

1 https://owl.purdue.edu/owl/ge Self Introduction Isolated
neral_writing/the_writing_pro
cess/writing_task_resource_li
st.html

https://sydney.edu.au/students
/writing/types-of-academic-
writing.html

2 Contemporary Business Writing Process Isolated

Communication by Scot Ober,
Biztantra, Chapter One, Pg.
184-202.

Business Communication –
Building Critical skills – Kitty
O Locker, Unit One Module
four: “Planning Writing and
Revising”, 60-70

Page 15 of 16
3 http://www.uefap.com/readin Summary Writing Isolated
g/notetake/summary.htm

4 https://www.thoughtco.com/ Isolated
punctuation-definition- Punctuation and Capitals
1691702
https://www.thoughtco.com/
guidelines-for-using-
apostrophes-correctly
https://owl.purdue.edu/owl/p
urdue_owl.html

***End of Document***

Page 16 of 16
 DEVELOPMENT OF PSYCHOLOGICAL THOUGHT (DOPT)
BA (Psychology) Honors
Batch: 2019-2021
Course Code: SAL-BPSY-106

Semester- II

Credits - 4

L-T-P: 3-1-0

Elective/ Core- Core

Development of Psychological Thought

This subject seeks to familiarize Psychology scholars with the various perspectives to
psychology, their applications, their contributions and their strengths and limitations. The subject
sheds light of evolution of Psychology as a field of study.

Academic Year-2019 - 2020

1 Introduction to the Module

The paper of Development of Psychological Thought (DOPT) introduces students to the diverse
streams of psychological thought to allow critical appreciation of paradigms, postulates and
theoretical frameworks used in explaining psychosocial processes. Below are the course
objectives for the same:
1. To develop an understanding of evolution of Psychology as a field, key contributors and
their contributions.
2. To familiarize students with the different perspectives to Psychology.
3. To develop critical thought with reference to various approaches to Psychology.
4. To enable students to appreciate key issues and debates in the field of Psychology.

1.1 Learning Outcomes:

On successful completion of this module, the student will:

LO 1. Know and understand major historical figures and historically important systems within
the academic discipline of psychology.

LO 2. Develop a systematic understanding of various perspectives on Psychology.

LO 3.Develop a critical perspective with respect to dominant paradigms and models operating in
the area of Psychology.

LO 4. Understand the development of psychological thought and appreciate the issues and
debates in contemporary psychology.

2. Introduction to the Tutors

2.1 Area Chair:

Name:
Phone Number:
Email ID:
Cabin Location:
Website URL

2.2 Module Leader

 Name: Neha Suri
Phone Number: 8700457245
Email ID: [email protected]
Cabin Location: Room no-40, First Floor.
Website URL

2.3 Tutors

Name: Neha Suri

Phone Number: 8700457245
Email ID: [email protected]
Cabin Location: Room no-40, First Floor.

3. Course: Prerequisites
To pursue this course, you are required to have prior understanding of basics in Psychology
covered in - General Psychology/Introduction to Psychology.

4. Module Overview

S.no Sessions Topics

1 1. Introduction to the subject, briefing on course objectives, policies and assessment

schedule.

2 2-3 Western Perspective Issues of content and methodology with reference to classical
schools

3 4 Tutorial on topics of Sessions 2-3, Class Activity

4 5-6 A universal quest for understanding Consciousness Indian Perspective: Yoga and
Vedanta
5 7 Tutorial on topics of Sessions 5, 6, Class Activity

6 8-9 Emergence of Modern Psychology

7 10 Tutorial on topics of sessions 8, 9, Class Activity

8 11 – 12 Questions from Western View: Debates- Free Will and Determinism

9 13 Tutorial - Revision of concepts discussed in sessions 11, 12,Class Activity

10 14 – 15 Empiricism and Rationality

11 16 Tutorial – Recap of sessions 14 to 15, Class Activity

12 17 – 18 Developments in Behaviourism (Watson)

13 19 Tutorial – Recap of sessions 17-18, Class Activity

14 20 Class Test

15 21-22 Neo Behaviouristic Traditions (Skinner)

16 23 Tutorial – Recap of sessions 21 – 22, Class Activity

17 24 Mid – Term Assessment

18 25- 26 Cognitive Revolution- A Paradigm Shift

19 27 Tutorial - Revision of concepts discussed in sessions 25 and 26, Class Activity

20 28-30 Freudian Psychoanalysis

21 31 Tutorial – revision of concepts discussed in sessions 31 – 32, Guest Lecture

22 32 Class Presentations/Poster Making

23 33 –35 Analytical Psychoanalysis-Carl Jung Developments in Psychoanalysis: The shift

towards social and cultural

24 36 Tutorial - Revision of concepts discussed in sessions 35 – 36

25 37-39 Developments of Third Force- Humanistic and Existential Perspective

26 40 Tutorial - Revision of concepts discussed in sessions 38-39, Movie

27 41 – 42 Feminism and social Constructionism

28 43 Tutorial - Revision of concepts discussed in sessions 42-43, Class Activity

29 44 Bringing it all together- Psychology Present and future

Total Lectures: 44
 Gergen, K.J. (1985). The Social Constructionist Movement in Modern
Psychology. American Psychologist,40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology:
2.2 Ideas and context. (4th Ed.).Pearson education.
Reference
Books Paranjpe, A. C. (1984). Theoretical psychology: The meeting of East and West. New
York: Plenum Press.
Schultz & Schultz (1999).A History of Modern Psychology.Harcourt
College Publishers

Reference https://www.verywellmind.com/psychology-schools-of-thought-2795247
Web Sites
https://classroom.synonym.com/six-major-schools-thought-psychology-2579.html

5. Module Reading

5.1 Main Text

Schultz & Schultz (1999).A History of Modern Psychology. Harcourt College

Publishers

5.2 References

King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas and
context. (4th Ed.).Pearson education.

Paranjpe, A. C. (1984). Theoretical psychology: The meeting of East and West. New York:
Plenum Press.
http://www.brainybehavior.com/blog/2008/01/descartes-and-modern-psychology/

Gergen, K.J. (1985). The Social Constructionist Movement in Modern Psychology.

American Psychologist,40, 266-275.
 5.3 Journals

1. American Psychologist
2. Journal of Personality and Social Psychology
3. Annual Review of Psychology
4. Journal of Positive Psychology

6. Detailed Session Plans

Detailed Session Plan

Session-1

Introduction to various schools very briefly. Introduction to the module, Overview of the subject matter and
assessment Plan, Important dates and clarification of the expectations.
Sessions 2 – 3: Western Perspective Issues of content and methodology with reference to classical
schools
When psychology first emerged as a science separate from biology and philosophy, the debate over how to
describe and explain the human mind and behavior began. The different schools of psychology represent
the major theories within psychology.
Learning Outcomes
After completion of the session, students will be able to:
1. Knowledge of key historical figures in the area and their respective contributions.
2. Understand the basis from where various schools of Psychology have evolved.
3. Ability to critically assess eastern and western perspectives on psychology with a focus on key
points of divergence and convergence.

Essential Reading:
Schultz & Schultz (1999).A History of Modern Psychology.Harcourt College Publishers
Desired Readings:https://www.simplypsychology.org/mindbodydebate.html
https://www.philosophybasics.com/branch_logical_positivism.html

Session 4: Tutorial
Recap of sessions of 5 and 6 will be done. Group discussion on ―critical look at the western approach to the
field‖ facilitated by the Faculty.

Sessions 5 - 6: A universal quest for understanding Consciousness from Indian Perspective: Yoga
and Vedant
Consciousness and mind are often considered synonymous. The neurobiological approach of elucidating
the consciousness suffers from certain flaws in that it only defines and quantifies the consciousness by way
of certain parameters like levels of awareness and discusses consciousness in terms of its mechanisms like
a cerebral state characterized by electrochemical flow in the certain group of nerve cells like reticular
activating system (RAS). It fails to explain the experiential aspect or the subjective state of being oneself or
the ‗I‘ experience which everyone experiences in day to day life.
Learning Outcomes
1. After completion of the sessions, students will be able to understand the aforesaid concepts.
2. Demonstrate an understanding of the philosophical ideas from which the aforementioned
psychology is inspired. .
Essential Reading: Paranjpe, A. C. (1984). Theoretical psychology: The meeting of East and West. New
York: Plenum Press.
Schultz & Schultz (1999).A History of Modern Psychology. Harcourt College Publishers
Desired Reading: NA

Session 7: Tutorial
. A recap of the concepts discussed in sessions 2 and 3. Class discussion on Siddhartha by Hermann Hesse

Sessions 8 – 9: Emergence of Modern Psychology

The students would be told about first Psychology Lab in Leipzig Germany by Wilhelm Wundt. It was a
turning point in the growth of Psychology as from now onwards Psychology became the scientific study of
mind and behavior.
Learning Outcomes
After completion of the session, students will develop:
 Understanding of the developments in history which led to the foundation of first psychological lab.
 Appreciation of the growth of Psychology as a scientific subject.

Essential Readings:
Schultz & Schultz (1999).A History of Modern Psychology.Harcourt College Publishers

Desired Reading:
http://www.brainybehavior.com/blog/2008/01/descartes-and-modern-psychology/

Session 10: Tutorial

Recap of the sessions of 9 and 8. Group Discussion- Psychology: A scientific endeavor facilitated by the
Faculty.
Session 11 – 12: Questions from Western View: Debates- Free Will and Determinism
The students will be told about philosophical concept of Free will vs. Determinism.The determinist
approach proposes that all behavior is caused by preceding factors and is thus predictable. Free will is the
idea that we are able to have some choice in how we act and assumes that we are free to choose our
behavior, in other words we are self determined. An attempt would be made to bring forth the ideas of
scientific realism and pragmatism among students.

Learning Outcomes
After completion of the session, students will be able to:
 Understand the basis from where various schools of Psychology have evolved
 Develop an understanding of the underlying philosophy of different perspectives on Psychology.

Essential Reading: Schultz & Schultz (1999).A History of Modern Psychology.Harcourt

College Publishers
Desired Reading :Gergen, K.J. (1985). The Social Constructionist Movement in Modern
Psychology. American Psychologist,40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas and context. (4th
Ed.).Pearson education.

Session 13: Tutorial

Revision of concepts discussed in sessions 11 and 12. Debate on Free will versus Determinism facilitated
by the faculty.

Sessions 14 – 15: Empiricism and Rationality

The notions of Rationalism and Empiricism will be discussed.

Learning Outcomes
After completion of the session, students will be able
1. To understand the aforesaid philosophical concepts.
2. To Understand the basis from where various schools of Psychology have evolved
3. and Develop an understanding of the underlying philosophy of different perspectives on
Psychology.
Essential Readings: Schultz & Schultz (1999).A History of Modern Psychology.Harcourt
College Publishers
Desired Reading: Gergen, K.J. (1985). The Social Constructionist Movement in Modern
Psychology. American Psychologist,40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas and context. (4th
Ed.).Pearson education.

Session 16: Tutorial

Recap of the concepts discussed in sessions 14-15. Debate on Rationalism versus Empiricism in the
context of Psychology facilitated by the faculty.

Session 17 - 18: Developments in Behaviorism (Watson)

Behaviorism, according to Watson, was the science of observable behavior. Only behavior that could be
observed, recorded and measured was of any real value for the study of humans or animals. Watson's
thinking was significantly influenced by the earlier classical conditioning experiments of Russian
psychologist Ivan Pavlov and his now infamous dogs. Watson's behaviorism rejected the concept of the
unconscious and the internal mental state of a person because it was not observable and was subject to the
psychologist's subjective interpretation.
Learning Outcomes
After completion of the sessions, students will be able to:
 Knowledge of key tenets and key contributors of Behaviorism.
 Understanding of Behaviorism as a perspective on Psychology.
 Ability to apply and appreciate Behaviorism in different contexts.

Essential Reading: Schultz & Schultz (1999).A History of Modern Psychology.Harcourt

College Publishers

Desired Reading: https://study.com/academy/lesson/john-watson-and-behaviorism-theory-

lesson-quiz.html

Session 19: Tutorial

Revision of concepts discussed in sessions 17 to 18. Class discussion on Examples and Evidence of
Behaviorism in the present context.

Session 20: Class Test

The students would be instructed to study particular topics and class test would be taken on them.

Session 21- 22: Neo Behaviouristic Traditions (Skinner)

B. F. Skinner was one of the most influential of American psychologists. A behaviorist, he developed
the theory of operant conditioning -- the idea that behavior is determined by its consequences, be they
reinforcements or punishments, which make it more or less likely that the behavior will occur again.
Learning Outcomes
After completion of the sessions, students will be able to:
 Knowledge of key tenets and key contributors of Neo-Behaviorism.
 Understanding of Neo- Behaviorism as a perspective on Psychology.
 Ability to apply and appreciate Neo- Behaviorism in different contexts.

Essential Reading: Schultz & Schultz (1999).A History of Modern Psychology. Harcourt
College Publishers
Desired Reading: Gergen, K.J. (1985). The Social Constructionist Movement in Modern
Psychology. American Psychologist,40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas and context. (4th
Ed.).Pearson education.

Session 23: Tutorial

Revision of concepts discussed in sessions 21 to 22. Class discussion on Examples and Evidence of Neo-
Behaviorism in the present context facilitated by the Faculty.

Session 24: Mid-Term Assessment

Mid Term Assessment would be carried out in this session.

Session 25 – 26: Cognitive Revolution- A Paradigm Shift

This particular perspective has come to be known as the cognitive revolution (Miller, 2003). By 1967, Ulric
Neisser published the first textbook entitled Cognitive Psychology, which served as a core text in cognitive
psychology courses around the country (Thorne & Henley, 2005).Although no one person is entirely
responsible for starting the cognitive revolution, Noam Chomsky was very influential in the early days of
this movement.
Learning Outcomes
 Knowledge of key tenets and key contributors of Cognitive Perspective on Psychology.
 Understanding of Approach based on cognition as a perspective on Psychology.
 Ability to apply and appreciate cognitive perspective in different contexts.

Essential Reading: Schultz & Schultz (1999).A History of Modern Psychology. Harcourt
College Publishers
Desired Reading: https://courses.lumenlearning.com/waymaker-psychology/chapter/reading-the-
cognitive-revolution-and-multicultural-psychology/

Session 27: Tutorial

Revision of concepts discussed in sessions 25 to 26. Class discussion on Examples and Evidence of
Cognitive approach to Psychology in the present context facilitated by the Faculty.

Session 28-30: Freudian Psychoanalysis

The students will be oriented about the schools of Psychology that is, Psychoanalysis. The father of
Psychoanalytic school of thought is Freud.
Learning Outcomes
At the end of the sessions, students would be learning about-
 Knowledge of key tenets of Freudian Psychoanalysis.
 Understanding of Freudian Psychoanalysis.
 Ability to assess the relevance of Freudian Psychoanalysis in different contexts.

Essential Reading: Schultz & Schultz (1999).A History of Modern Psychology. Harcourt
College Publishers
Desired Reading: Gergen, K.J. (1985). The Social Constructionist Movement in Modern
Psychology. American Psychologist,40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas and context. (4th
Ed.).Pearson education.

Session 31: Tutorial

Revision of concepts discussed in sessions 32 to 33. Guest Lecture

Session 32: Class Presentations

The students will be given topics from syllabus to present in class.

Session 33-35: Analytical Psychoanalysis- Carl Jung. Developments in Psychoanalysis-The shift

towards social and cultural.
Psychoanalytic Analysis is a way to experience and integrate the unknown material.While
Freudian psychoanalysis assumes that the repressed material hidden in the unconscious is given by
repressed sexual instincts, analytical psychology has a more general approach.
Learning Outcomes
At the end of the sessions, students would be learning about-
 Knowledge of key tenets of Analytical Psychoanalysis and its departure from Freudian
Psychoanalysis.
 Understanding of Analytical Psychoanalysis.
 Ability to assess the relevance of Analytical Psychoanalysis in different contexts.
Essential Reading: Schultz & Schultz (1999).A History of Modern Psychology. Harcourt
College Publishers.
Desired Reading: Gergen, K.J. (1985). The Social Constructionist Movement in Modern
Psychology. American Psychologist,40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas and context. (4th
Ed.).Pearson education.

Session 36: Tutorial

Revision of concepts discussed in sessions 35 to 36.

Session 37-39: Development of Third Force in Psychology: Humanistic and Existential Paradigms
Humanistic, humanism and humanist are terms in psychology relating to an approach which studies the
whole person, and the uniqueness of each individual. Essentially, these terms refer the same approach in
psychology. The humanistic approach in psychology developed as a rebellion against what some
psychologists saw as the limitations of the behaviorist and psychodynamic psychology. The humanistic
approach is thus often called the ―third force‖ in psychology after psychoanalysis and behaviorism
(Maslow, 1968).
Learning Outcomes
At the end of the sessions, students would be learning about-
 Knowledge of key contributors and tenets of Humanistic and Existential Psychology.
 Understanding of Humanistic and Existential Paradigms.
 Ability to apply the ideas and concepts in their current environment.
 Appreciation of positive psychology.

Essential Reading: Schultz & Schultz (1999).A History of Modern Psychology. Harcourt
College Publishers.
Desired Reading: Gergen, K.J. (1985). The Social Constructionist Movement in Modern
Psychology. American Psychologist,40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A history of psychology: Ideas and context. (4th
Ed.).Pearson education.

Session 40: Tutorial

Revision of concepts discussed in sessions 38 to 39. Discussion Based on a Movie

Session 41-42: Feminism and Social Constructionism

Social constructionism is a theory of knowledge that holds that characteristics typically thought to be
immutable and solely biological—such as gender, race, class, ability, and sexuality—are products of
human definition and interpretation shaped by cultural and historical contexts (Subramaniam 2010). As
such, social constructionism highlights the ways in which cultural categories—like ―men,‖ ―women,‖
―black,‖ ―white‖—are concepts created, changed, and reproduced through historical processes within
institutions and culture.
Learning Outcomes
 Knowledge of key tenets and contributors of social Constructionism.
 Understanding of social Constructionism as evidenced in Feminism.
 Ability to apply and appreciate social Constructionism in the present environment.

Essential Reading:
Gergen, K.J. (1985) "The Social Constructionist Movement in Modern Psychology," American
Psychologist, 40:266-275.

Schultz & Schultz (1999).A History of Modern Psychology. Harcourt College Publishers

Desired Reading:
https://press.rebus.community/introwgss/chapter/social-constructionism/

Session 43: Tutorial

Revision of concepts discussed in sessions 41 to 42. Poster Making and Presentation based on various
systems of Psychology.

Session 44:
Bringing it all together – Psychology: Present and Future
 6. Assessment Plan

Written/Oral Group/Individual Evaluation Allotted Marks

Written Individual End Semester 60

Final
Examination

Written Individual Mid-Term 20

Assessment 7.
Oral and written Group (3 per group) Poster Making 10

Oral/Written Individual Class 10

Participation
Total Marks 100
Details of Assessment

7.1 Component 1- Closed Book examination. This constitutes 60% of the total assessment and
will cover the entire syllabus. The exam will be scheduled towards the end of the Semester.
Examination will consist of three sections- 5 mark (four), 8 mark (three) and 16 mark (one)
questions.

7.2 Component 2- Mid Term Assessment. A mid-term assessment of 20 marks will be conducted in
the mid of the semester after the 22nd session. This would be a closed book examination.

7.3. Component 3- Poster Making. Students are required to work in the groups of three. They would
have to select any one system of Psychology. E.g. Structuralism, functionalism, behaviorism etc. They
are then required to create academic posters on the chosen school. Posters should depict the key
contributors, key tenets and methodology etc of the system, contributions/applications, and critical
analysis of the system. Each group will be evaluated on the following parameters- Content of the poster,
presentation of the subject matter and creativity (Look of the poster) and presentation on the assigned
date. The poster presentation will happen in front of a panel.

7.4 Component 4 - Class Participation. This component constitutes 10% of the total assessment.
The objective is to engage students in the routine informed class discussions based on various
articles and movies prescribed and shared with the students. This is an individual assessment.
Rubrics for the same is detailed below.

Category Very Good 9-10 Good 7-8 Satisfactory 5-6 Needs

Improvement
4 and below
Contributions Routinely Usually provides Sometimes provide Rarely provides
provides useful useful ideas useful ideas when useful ideas
ideas when when participating in when
participating in the participating in classroom participating in
classroom. A classroom discussion. A classroom
definite leader discussion. A satisfactory student discussion.
who contributes a strong student who does what is May refuse to
lot of effort and who tries hard. required. participate or is
who makes class frequently
discussions better. absent from
class.
Attitude Student is always Rarely is critical Often or Often is critical
respectful of his or of ideas or work occasionally has a of the work or
her self, others, of others. Often positive attitude ideas of others.
and teacher, has a has a positive about the task(s) and Rarely behaves
positive attitude, attitude about the behaves in a in a respectful
and does not task(s). Usually respectful manner. manner.
criticize anyone treats others and
else‘s ideas or self with respect.
work. Students
feel safe
participating in her
presence.

Preparedness Always comes to Very rarely late, Sometimes late to Frequently late
& Focus class on time, almost always class, often brings to class, rarely
follows all brings needed materials but brings needed
classroom material to class, sometimes needs to materials and/or
procedures, brings almost always borrow. Usually is rarely ready
needed materials follows follows procedures to get to work
to class and is classroom and is usually in her by the start of
always in her seat procedures and is seat ready to work class.
ready to work ready to work by by the bell. Focuses Has difficulty
before the bell the bell. Focuses on the task and what focusing on
rings. Consistently on in-class work needs to be done class work and
stays focused on and what needs some of the time. procedures.
in-class work and to be done most Often must be
what needs to be of the time. reminded by the
done. Self-directed teacher about what
and highly needs to get done.
motivated.
Quality of Provides work of Provides quality Provides work that Provides sloppy
Work the highest quality work that reflects meets the work that
that reflects the effort from the requirements, but reflects very
student‘s best student. more effort or time little effort or
efforts. could have been does not turn in
 given. any work.

Behavior Student is awake Student is awake Student is awake Student

and engaged in and engaged in most of the time but frequently
class on a daily class nearly has fallen asleep or sleeps and/or
basis. Student every day, and has been distracting disrupts class.
shows no shows no for a few classes.
disruptive disruptive
behavior. behavior.

7.5 Assessment Mapping and Learning Outcomes and PLGs

Type Individual/Group Assessment Learning PLGs Assessed

Outcomes

Continuous Individual and Poster Making LO-2, LO-3 PLG-1, PLG-

Assessment Group and Class 5,PLG-7,PLG-6
discussions and
exercises
Mid-Term Individual Closed Book LO-1,LO-3,LO-4 PLG-1,PLG-7
Assessment Exam

End-Term Individual Closed Book LO-1, LO-2,LO- PLG-1,PLG-

Assessment Exam 3,LO-4 7,PLG-6

8. Maps

8.1 Assessment Map

Course Name: A1 A2 A3 A4 A5
Development of Psychological * * *
thought

A1- Individual assignment

 A2- Group assignment
A3- Open book examinations
A4- Closed book examinations
A5- Presentation

8.2 Teaching Map

Module T1 T2 T3 T4 T5 T6
Development of Psychological Thought * * *

T1- Lectures
T3-Seminar and Tutorials
T2- Live Projects and Presentations
T4-Case Discussion
T-5- Guest Lectures
T-6 – Lab Sessions

8.3 Curriculum Map

Program Learning Goals

Module Name: PLG1 PLG2 PLG3 PLG4 PLG5 PLG6 PLG7
Covered * * * *
Taught * * * *
Assessed * * * *

Program Level Goals

1. An understanding of psychological concepts, appropriate techniques for the working
knowledge and application of psychology
2. Demonstrate psychological information literacy, engage in innovative and integrative
thinking, interpret, design, conduct research and incorporate socio-cultural factors. in
scientific enquiry
3. To apply ethical standards for evaluation in practice and counseling in order to build
credibility and enhance interpersonal relationships.
4. Adoption of values that build the community at local, national and global levels
5. To be able to apply psychological concepts and skills to career goals, exhibit self-efficacy
and self-regulation, demonstrate emotional intelligence for working in teams and develop
a meaningful professional direction for life.
6. Be able to communicate and negotiate based on critical thinking and informed judgment
leading to problem-solving and decision-making skills.
7. Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
environment

9. Course Reading Grid

Essential Title Shared/Isolated

Reading

1. Schultz & Schultz Shared

(1999).A History of
Modern
Psychology.Harcourt
College Publishers

2. Paranjpe, A. C. (1984). Isolated

Theoretical psychology: The
meeting of East and West. New
York: Plenum Press.

Desired
Reading

1. Gergen, K.J. (1985). Isolated

The Social
Constructionist
Movement in
Modern Psychology.
American
Psychologist,40,
266-275.

2. King, D.B., Viney, W. Isolated

& Woody, W.D.
(2008). A history of
psychology: Ideas and
context. (4th
Ed.).Pearson education.
 IILM UNIVERSITY

EMOTIONAL INTELLIGENCE
B.A. (Hons) PSYCHOLOGY

BATCH – 2019 – 2022

Course Code - SAL-BPSY-109

Semester - 2
Credit - 2
LTP – 1-1-0
Core / Optional – Skill Enhancement Course (SEC)
Emotional intelligence refers to the capability of a person to manage and control his or her
emotions and possess the ability to manage the emotions of others as well. This leads to a happy
productive life in all spheres

Academic Year - 2019-2020

Page 1 of 15
Page 2 of 15
Benchmarked: Yale University,Kings College,Uk,Delhi University
Introduction
Emotional Intelligence (EQ) refers to the ability to identify and manage one’s own emotions, as
well as the emotions of others. It is a cluster of traits relating to the emotional side of life such as
recognizing and managing one’s own emotions ,being able to motivate oneself and restrain one’s
impulses, recognizing and managing others’ emotions and handling interpersonal relationships in
an effective manner. It includes skills like emotional awareness, the ability to identify and name
one’s own emotions, the ability to harness those emotions and apply them to tasks like thinking and
problem solving, and the ability to manage emotions which includes both regulating one’s own
emotions when necessary and cheering up or calming down other people

1 INTRODUCTION TO THE MODULE AND MODULE OBJECTIVE

.Emotional Intelligence is the ability to monitor one’s own and other people’s emotions to
discriminate between different emotions and label them appropriately and to use emotional
information to guide thinking and behavior. Four main proposed abilities of perceiving, using,
understanding and managing emotions can join intelligence, empathy and emotions to enhance
thought and understanding of interpersonal dynamics in various spheres of life for better quality of
existence.

1.2 LEARNING OUTCOMES

On successful completion of this module, students will -
LO 1. Understand the concept of emotional intelligence and learn the ways of developing it.
LO 2. Able to have better insight into one’s own feelings and manage behavior
LO 3. Learn to manage one’s own emotions and behavior
LO 4. Recognize the emotions in others and learn to manage and influence behavior
LO 5. Develop social skills and interpersonal intelligence to interact with others and the
. environment
LO 6. Deal effectively with situations in personal and professional life.

Page 3 of 15
2 Introduction to the Tutor

2.2: Module Leader

Name: Dr. Neeru Singh

Phone Number:9810286114
Email- [email protected]
Cabin Location:96

3 MODULE PREREQUISITES
To pursue this course, there is no prerequisite. However thirst for better understanding of the
environment to achieve success and happiness can facilitate learning.
4 MODULE OVERVIEW

Session No. Particulars

Topics
1-2 Introduction to Emotions and Neurobiology of Emotions , EQ vs IQ ,
Models of Emotional Intelligence
3 Tutorial /Activity 1 – Emotional Intelligence Inventory
4 EQ Competencies- Self awareness – Know Thy Self
5 Self Regulation – Managing Emotions

6 Tutorial /Activity 2 – Class Participation-Finding and explaining an

EI Situation
7 Motivation - Master Aptitude

8 Empathy – Recognizing Emotions in others

9 Interpersonal Skills-Social Art

10 Tutorial/Activity 3-Discussion of EI Inventory-analysis

11 Recap of concepts and competencies

12 Tutorial / Activity 4 –Mid Term Assessment - Case Study Analysis

and Presentation

Page 4 of 15
 13 Emotions and Cognition - Relationship between Emotions , Thought
and Behavior
14-15 Techniques to Manage Emotions
16 Tutorial / Activity 5 –Recap /movie
17-18 Applications – Workplace , Relationships
19-20 Applications- Conflict Management and Effective Leadership
21 Tutorial /Activity 6 – Presentations
22 End Term Written Exam

5 MODULE READINGS

5.1 Module Readings:

• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
• Robert A.Baron 5th Ed. , Psychology : Pearson Prentice Hall

5.2 References

• Singh, D. (2003). Emotional intelligence at work (2nd ed) New Delhi: Response Books.

5.3 Websites
• https://www.psychologytoday.com/intl/basics/emotional-intelligence
• http://www.danielgoleman.info/topics/emotional-intelligence/

6. SESSION PLANS

Sessions 1-2: Introduction to Emotion and Neurobiology of Emotions, EQ vs IQ and Models of

Emotional Intelligence

Description of the session:

After explaining the concept of Emotions we explain Emotional Intelligence and the Models of
Emotional Intelligence.
After all the research done in the field of emotional intelligence by Peter Salovey, John Mayer,
David Goleman, and Konstantin Vasily Petrides, they have come up with three main models of
emotional intelligence. These include the ability model, the mixed model, and the trait model. We
focus most on David Goleman's Mixed Model.
Page 5 of 15
 Learning outcome: After completion of the session, students will be able to understand the
aforesaid concepts.

Essential Readings:

• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
• Robert A.Baron 5th Ed. , Psychology : Pearson Prentice Hall

Desired Readings :
• http://theimportanceofemotionalintelligence.weebly.com/the-3-models.html
• http://shodhganga.inflibnet.ac.in/bitstream/10603/31161/6/06_chapter%202.pdf

Session 3: Tutorial / Activity I: Emotional Intelligence Inventory

Sessions 4: EQ Competencies: Self awareness – Know Thy Self

Description of the session:

Self awareness is knowing ones internal states, preferences and intuitions. Some persons are highly
aware of their own emotions and their thoughts but others are totally oblivious to these. To make
intelligent choices the individual needs to learn the emotional competencies of self awareness.
Learning outcome: The students became familiar to the EQ Competencies of Self Awareness.
Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Desired Readings:
• Singh, D. (2003). Emotional intelligence at work (2nd ed) New Delhi: Response Books.

Session 5: Self Regulation – Managing Emotions

Description of the session:
The session focuses on teaching the importance of managing our emotions. We often try to manage
our emotions to regulate the nature, intensity and expression.Doing so is very important for our
own mental health and while interacting effectively with others. Learning this competency will help
us in our personal and professional lives.
Learning outcome: The students became familiar to the EQ Competencies of Self Regulation.
Page 6 of 15
Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Desired Readings:
• Singh, D. (2003). Emotional intelligence at work (2nd ed) New Delhi: Response Books.

Session 6 : Tutorial /Activity 2 – Class Participation – Finding and explaining an EI situation

Session 7 : Motivation - Master Aptitude

Description of the session:
The session focuses on teaching the Emotional Competency of Self Motivation. Teaching aspects
of being able to motivate oneself to work long and hard on a task remaining enthusiastic and
optimistic about the final outcome and being able to delay small rewards in order to get larger ones.
Teaching this skill can contribute to success in different context.
Learning outcome: The students became familiar to the competencies of Motivation.
Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Desired Readings:
• Singh, D. (2003). Emotional intelligence at work (2nd ed) New Delhi: Response Books.

Session 8: Empathy – Recognizing Emotions in others

Description of the session:
The session focuses on another aspect of Emotional Intelligence as the ability to read others
accurately. To recognize the mood they are in and what emotions they are experiencing. This skill
known as empathy is very valuable in many practical settings. Hence this skill if learnt can yield
success in jobs such as sales , teaching etc
Learning outcome: The students became familiar to the competencies of Empathy
Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Desired Readings:
• Singh, D. (2003). Emotional intelligence at work (2nd ed) New Delhi: Response Books.
Page 7 of 15
Session 9 : Interpersonal Skills – Social Art

Description of the session:

This session focuses on how some people get along with others resulting in many friends, being
liked and enjoy high level of success in their careers. In contrast some people are poor at personal
relationships. This is indicative of differences in Emotional Intelligence or namely Interpersonal
Intelligence. This competency is needed to be developed as it plays a key role in important life
outcomes.

Learning outcome: The students became familiar to the competencies of Interpersonal Skills and
handling relationships.

Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.

Desired Readings:
• Singh, D. (2003). Emotional intelligence at work (2nd ed) New Delhi: Response Books.

Session 10: Tutorial /Activity 3- Discussion of EI Inventory-analysis

Session 11 : Recap of Concepts and Competencies

Description of the session:

This session focuses on the various competencies of Emotional intelligence which we use when we
are dealing with various aspects. It is a sum of all the above competencies explained and described
and their importance. It is indicative when we empathize with our coworkers, have deep
conversations about our relationship with our spouse or significant other, and attempt to manage an
unruly or distraught child. It allows us to connect with others, understand ourselves better, and live
a more authentic, healthy, and happy life.

Learning outcome: The students will know and understand about the aforesaid concepts.

Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.

Page 8 of 15
Desired Readings:https://positivepsychologyprogram.com/emotional-intelligence-eq/

Session 12: Tutorial / Activity 4 –Mid Term Assessment - Case Study Analysis and Presentation
Session 13: Emotions and Cognition – Relationship between Emotions, Thought and Behavior
Description of the session:
The session will focus on how our emotions influence our thoughts (cognition) and resultant
behaviour. The only things we can control in life are our thoughts, feelings and behaviours. If we
can manage those, we can achieve our goals and gain success in life. To have this level of control,
we need to learn about the science-based patterns behind our emotions and thoughts, and how to
manage them. If we know how our minds and those of others work, we can be intentional about
influencing our thinking and feeling patterns and also those of others.

Learning outcome: The students will know and understand about the relationship between
emotion and cognition and how each affects the other and influences behaviour

Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
• Robert A.Baron 5th Ed. , Psychology : Pearson Prentice Hall

Desired Reading:
https://www.psychologytoday.com/intl/blog/intentional-insights/201604/how-manage-your-
thoughts-feelings-and-behaviors

Session 14 – 15 : Techniques to Manage Emotions

Description of the session:
This session would focus on the techniques used to manage emotions. In the past, emotions and
intelligence were often viewed as being in opposition of one another. In recent decades, however,
researchers exploring emotion psychology have become increasingly interested in cognition and
affect. This area explores how cognitive processes and emotions interact and influence the ways
that people think. Consider how emotions and moods such as happiness, anger, fear, and sadness
influence how people behave and make decisions and the techniques used to get positive outcomes
of behavior.

Learning outcome: The students will learn the various techniques of managing emotions

Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.

Page 9 of 15
Desired Reading:
https://www.verywellmind.com/utilizing-emotional-intelligence-in-the-workplace-4164713

https://www.inc.com/justin-bariso/7-ways-managing-your-emotions-is-like-watching-
netflix.html

Session 16 - Tutorial / Activity 5 – Recap / Movie

Session 17-18 - Applications – Workplace , Relationships

Description of the session:
This session would focus on the teaching the applications of the principles of Emotional
Intelligence to the work place in order to achieve job satisfaction and success , also to interpersonal
relationships to have a better quality of life. This can be particularly helpful in the workplace,
where relationships and business decisions often rely on interpersonal understanding, teamwork,
and communication.

Learning outcome: The students will learn the applications of the principles of Emotional
Intelligence at work place and interpersonal relationships.

Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.

Desired Reading:
https://www.verywellmind.com/utilizing-emotional-intelligence-in-the-workplace-4164713
https://www.sibm.edu/assets/pdf/emotionalintelligence.pdf

Session 19-20 - Applications- Conflict Management and Effective Leadership

Description of the session: Emotional intelligence is widely recognized as a valuable skill, and it
is also one that researchers believe can be improved with training and practice. While emotional
skills may come naturally to some people, there are things that anyone can do to help improve their
ability to understand and reason with emotions. It also helps in Conflict Management and effective
leadership.

Learning outcome: The students will know and understand about the aforesaid concepts.

Essential Readings:
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
Page 10 of 15
 • Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.

Desired Reading:
https://www.verywellmind.com/utilizing-emotional-intelligence-in-the-workplace-4164713

Session 21 - Tutorial /Activity 6 – Presentations

Session 22 – End Term Written Exam

7. ASSESSMENT PLAN

Written/Oral Group/Individual Assessment Weightage

1)Continuous 10marks
assessment
Oral Individual (5 marks)
Presentation
Written Individual (5 marks)
Situational Analysis

Written Individual/Group 2)Mid Term 10 marks

Case Study (10 marks)
Written Individual(closed 3)End Term 30 marks
book)
Total 50 marks

Details of Assessment
7.1 Continuous Assessment (10 Marks) The students will be assessed continuously in between the
sessions through class participation where they will have to find v,./a situation of emotional
intelligence and explain.
The students will also be given an EI inventory which they will have to score, analyze and discuss
the results individually.

7.2 Mid Term Assessment (10 Marks) Will be on the basis of analyzing a case study on emotional
intelligence to be presented in groups supported by a write up

Page 11 of 15
7.3 End Term Assessment (30 Marks) There will be a closed book written exam at the end of the
session

7.4 RUBRICS

How will you score in the assessments?

You will score:

• 5.The answer is to the point, complete without errors .It demonstrates excellent
understanding of the concepts
• 4. The answer contains minor error and are unlikely to undermine the main conclusions. It
demonstrates understanding of concepts but not presented well
• 3.Answer contains errors that are likely to undermine the main conclusion but the candidate
has demonstrated the understanding of concepts required
• 2. Answer contains major errors and are likely to undermine the main conclusion but the
candidate has shown initiative to identify possible solutions / explanations. Answer does not
reflect adequate understanding
• 1. Answer suggests lack of understanding of the concepts
• 0.Answer suggests complete lack of understanding of the concepts and is entirely out of
context

7.5 ASSESSMENT MAPPING WITH LEARNING OUTCOMES AND PLG’s

Type Group/Individ Assessment Learning PLG’s

ual Outcome Assessed

Continuous Individual Presentation LO 1, LO 2, PLG1,PLG2

Assessment LO 3,

Mid Term Individual Analysis and LO 2,LO 4, PLG3,PLG5,

Assessment Presentation PLG7

End Term Individual Closed Book LO 3, LO 5, PLG1,PLG3,

Assessment written Exam LO 6. PLG6

Page 12 of 15
8.0 MAPS

8.1ASSESSMENT MAPS

Module Name A1 A2 A3 A4 A5

Emotional Intelligence * * * *

A1 – Individual Assignment
A2 – Group Assignment
A3 – Open Book Examination
A4 – Closed Book Examination
A5 – Group Presentation

8.2 TEACHING MAP

This table shows main delivery methods which are used across module and its stages:

Module T1 T2 T3 T4 T5 T6

Emotional * * * * *
Intelligence
T1: Lectures T2: Seminar/ Tutorials

T3: Live Projects & Presentations T4: Case Discussion

T5: Guest Lectures/ Industrial Visits T6: Lab Session

Page 13 of 15
8.3 CURRICULUM MAP

Module Name PLG1 PLG2 PLG3 PLG4 PLG5 PLG6 PLG7

Emotional Intelligence
Covered * * * * *

Taught * * * * *

Assessed * * * * *

Program Learning Goals of Psychology Department –

PLG 1 An understanding of psychological concepts, appropriate techniques for the working
knowledge and application of psychology

PLG 2 Demonstrate psychological information literacy, engage in innovative and

integrative thinking, interpret, design, conduct research and incorporate socio-cultural
factors. in scientific enquiry

PLG 3To apply ethical standards for evaluation in practice and counseling in order to build
credibility and enhance interpersonal relationships.

PLG 4 Adoption of values that build the community at local, national and global levels

PLG 5 To be able to apply psychological concepts and skills to career goals, exhibit self-
efficacy and self-regulation, demonstrate emotional intelligence for working in teams and
develop a meaningful professional direction for
PLG 6 Be able to communicate and negotiate based on critical thinking and informed
judgment leading to problem-solving and decision-making skills.

PLG 7 Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing

environment

Page 14 of 15
9 MODULE READINGS GRID

Title Topic No. Shared/Isolated

of
Pages
Essential • Bar-On, R., & Parker, All the All
Reading J.D.A.(Eds.) (2000). The topics are
handbook of emotional well
intelligence. San Francisco, covered
California: Jossey Bros.
• Goleman, D. (1995). Emotional
Intelligence. New York: Bantam Book.
• Goleman, D. (1998). Working with
Emotional Intelligence. New York:
Bantam Books.
• Robert A.Baron 5th Ed. , Psychology :
Pearson Prentice Hall
Suggested • Singh, D. (2003). Emotional All the NA
Readings intelligence at work (2nd ed) New topics
Delhi: Response Books.

Website https://www.psychologytoday.com/intl/basics/emotional- Shared/Isolated

Links intelligence

http://www.danielgoleman.info/topics/emotional-intelligence/ Shared in ERP

https://positivepsychologyprogram.com/emotional-intelligence- Shared in ERP
eq/
https://www.psychologytoday.com/intl/blog/intentional- Shared in ERP
insights/201604/how-manage-your-thoughts-feelings-and-
behaviors
https://www.verywellmind.com/utilizing-emotional- Shared in ERP
intelligence-in-the-workplace-4164713
https://www.inc.com/justin-bariso/7-ways-managing-your- Shared in ERP
emotions-is-like-watching-netflix.html
https://www.verywellmind.com/utilizing-emotional- Shared in ERP
intelligence-in-the-workplace-4164713
https://www.sibm.edu/assets/pdf/emotionalintelligence.pdf Shared in ERP
https://www.verywellmind.com/utilizing-emotional- Shared in ERP
intelligence-in-the-workplace-4164713

End of Document

Page 15 of 15
 INDIVIDUAL DIFFERENCES
COURSE CODE- SAL-BPSY-105

B. A (Hons) PSYCHOLOGY
Batch-2019-2022
Benchmarked with University of Southampton, University of Washington, University of
Delhi, University of Adelaide, Christ University

Semester- 2
Credit - 4
L T P - 3-1-0
Introduction
The psychology of individual differences classifies individuals by age, traits, sex, race, social
class and observes the differences within and between those groups. Physical, mental, social and
cultural differences etc. are being studied, under individual differences. Psychologists study
individual differences as a measurable aspect of the total personality. Variations or deviations
from the average of the group, with respect to the mental or physical characters, occurring in the
individual member of the group are individual differences. Prerequisite to this course would be
Introduction to Psychology.

Introduction to Tutor:
Tutor: Dr. Megha Pushkarna
Email- [email protected]
Cabin no.37
Contact: 9810386400

Academic Year- January 2020- May 2020

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1. INTRODUCTION TO THE MODULE
Please read this document carefully. It will provide you a sense of the course’s content and our
expectations, and the preparations required by the learners.
1.1 COURSE DESCRIPTION
The course begins by discussing how personality is measured, the concept of a personality trait,
and the basic dimensions of personality. This leads to a discussion of the origins of personality,
with descriptions of its developmental course, its biological causes, its genetic and environmental
influences, and its evolutionary function. The concept of a personality disorder is then described,
followed by a discussion of the influence of personality on life outcomes in relationships, work,
and health. Finally, the course examines the important differences between individuals in the
realms of mental abilities, of beliefs and attitudes, and of behavior.
1.2 LEARNING OUTCOMES
On successful completion of this module, students will
LO 1. Understand the concept of Individual difference and relate it to Psychology.
LO 2. Able to have better insight into one’s own feelings and manage behavior
LO 3. Learn Psychometric testing and conduction
LO 4. Learn one Indian Script and relate that to individual and self- enhancement
LO 5. Individual differences are useful for explaining and predicting behavior and performance
LO 6. Deal effectively with situations in personal and professional life.
1.3 MODULE PREREQUISITES
To pursue this course, you are required to have prior understanding of basic Psychological
terminology.
1.4 CLASS PREPARATION
Students are expected to go through the relevant references and articles as suggested. Class
participation is an important aspect of student learning psychology basics. When students speak
up in class, they learn to express their ideas in a way that others can understand. Students are also
expected to use the tutorial sessions for clearing their doubts. The level of preparedness for the
class will be checked through quizzes and assignments and class presentations. Refer to the web
resources frequently in order to be abreast with recent developments.

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1.5 CLASS DISCUSSION
A classroom discussion is a sustained exchange between and among teachers and their students
with the purpose of developing students' capabilities or skills and/or expanding students'
understanding—both shared and individual—of a specific concept or instructional goal. It is
therefore essential that students come prepared for the class and that are fully engaged in the
classroom discussion. They should come prepared with any home assignments given in prior
class for discussion or same during tutorials.
1.6 TUTORIAL AND REVIEW SESSIONS
To reinforce the learning, tutorial and review sessions for the course will be held approximately
after every 3 sessions. All students must attend the tutorial sessions.
1.7 COURSE POLICIES
1.The use of laptops or tablets is allowed only if required or permitted by the instructor.
2.The use of mobile phones is prohibited.
3. Attendance is mandatory. Only absences that fall in the excused absence categories as
approved by the Dean Academics will be considered.
4.Reporting late to the class is strictly not allowed. Do not seek for permission to attend the
session if you are late to the class.
5.Do inform the module tutor about any exigency if any, as early as possible
2. MODULE OVERVIEW
2.1 SESSION PLAN:
Session No. Particulars
UNIT 1: PERSONALITY
1-2 Nature and Biological foundations of Personality
3 Tutorial I: Revision of topics studied in Sessions 1-2
4-5 Influence of Culture and gender on Personality
6 Tutorial II: Revision of topics studied in Sessions 4-5
7-8 Psychodynamics- Sigmund Freud
9 Tutorial III: Revision of topics studied in Sessions 7-8
10-11 Phenomenological perspective- humanistic and social cognitive.
12 Tutorial IV: Revision of topics studied in Sessions 10-11

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 UNIT 2: INTELLIGENCE
13-14 Concept of intelligence: Psychometric and cognitive approaches to intelligence
15 Tutorial IV: Revision of topics studied in Sessions 13-14
16-17 Gardner’s multiple intelligences
18 Tutorial V: Revision of topics studied in Sessions 15-16
19-20 Influence of Heredity and environment on intelligence; Emotional Intelligence
21 Tutorial VI: Revision of topics studied in Sessions 18-19
22-23 Individual differences in intelligence; Extremes of intelligence
24 Tutorial VII: Revision of topics studied in Sessions 21-22
25 MCQ on Unit 1 and Unit 2
26 Mid Term Exam

UNIT 3: INDIAN APPROACH TO INDIVDUAL DIFFERENCES

27-28 Self and identity in Indian thought
29 Tutorial VIII- Revision of topics studied in Sessions 26-27

UNIT 4: ENHANCING INDIVIDUAL’S POTENTIAL

30-31 Self-determination theory; Enhancing cognitive potential
32 Tutorial IX- Revision of topics studied in Sessions 29-30
33-34 Self- regulation and self enhancement
35 Tutorial X- Revision of topics studied in Sessions 32-33
36-37 Fostering creativity, Group Activity and Discussion

UNIT 5: BEHAVIOR GENETICS

38-39 Role of genes in heritability and personality, adoption studies
40 Tutorial XI- Revision of topics studied in Sessions 37-38
41-42 Environmental factors correlating in development of Personality
43 Tutorial XII- Revision of topics studied in Sessions 40-41
44-45 Cultures influencing individual differences.
46 End Term Exam

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2.2 MODULE READINGS:
Essential reading:
Carr, A. (2011): Positive psychology. Routledge.
Chadha, N.K. & Seth, S. (2014). The Psychological Realm: An Introduction. Pinnacle Learning,
New Delhi.
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Matthijs Cornelissen, Girishwar Misra and Suneet Varma (eds.) (2011), Foundations of Indian
Psychology (Vol. 1), Theories and concepts .Pearson.
Mentis, M., Dunn-Bernstein, M., Mentis, M., &Skuy, M. (2009).Bridging learning: Unlocking
cognitive potential in and out of the classroom. Corwin.
Passer, M.W. & Smith, R.E. (2010). Psychology: The science of mind and behaviour. New
Delhi: Tata McGraw-Hill.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links:
http://www.psychologydiscussion.net/individual-differences/individual-differences-meaning-
and-causes-educational-psychology/1841
http://www.psychologydiscussion.net/psychology/individual-differences-psychology/individual-
differences-types-causes-and-role-psychology/2557
https://www.psychologytoday.com/intl/blog/darwins-subterranean-world/201801/individual-
differences
http://www.studylecturenotes.com/social-sciences/education/223-individual-difference
https://www.igi-global.com/dictionary/individual-differences/14143
Desired Reading:
Friedman, H.S & Schustack M. W (2009) Personality: Classical Theories and Modern Research.
Third Edition. Pearson Education
3. DETAILED SESSION PLANS
Unit I: PERSONALITY
Sessions 1-2: Nature and Biological foundations of Personality
Description of the session:

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Allport defines Personality as the dynamic organization within the individual of those psycho-
physical systems that determine his unique adjustment to his environment. Various Biological
and environmental factors contribute into making a personality which will be covered
extensively in the first two sessions.
Learning Outcomes: After completion of the session, you will be able to understand the
meaning, origin of personality and complementing factors into people's personality making them
unique.
Session 3: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://www.yourarticlelibrary.com/psychology/personality-the-characteristics-foundations-and-
nature/10370
http://www.psychologydiscussion.net/personality-development-2/personality-its-nature-and-
development-psychology/2591
Sessions 4-5: Influence of Culture and gender on Personality
Description of the session:
Considering cultural influences on personality is important because Western ideas
and theories are not necessarily applicable to other cultures. Research shows that the strength of
personality traits varies greatly across cultures. People who live in individualist cultures tend to
value independence, competition and personal achievement, while people from collectivist
cultures tend to value social harmony, respectfulness, and group needs. In much the same
manner that cultural norms can influence personality and behavior, gender norms also emphasize
different traits between different genders and thereby influence the development of personality.
Learning Outcomes: After completion of the session, you will be able to understand the impact
of culture and gender on personality development.
Session 6: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.

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Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://oer2go.org/mods/en-boundless/www.boundless.com/psychology/textbooks/boundless-
psychology-textbook/personality-16/introduction-to-personality-76/influences-of-culture-and-
gender-on-personality-320-12855/index.html
https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-personality/
Session 7-8: Psychodynamics- Sigmund Freud
Description of the session:
The psychodynamic approach includes all the theories in psychology that see human functioning
based upon the interaction of drives and forces within the person, particularly unconscious and
between the different structures of the personality. Psychoanalysis was founded by Sigmund
Freud (1856-1939). The theory of personality developed by Freud focuses on repression and
unconscious forces and includes the concepts of infantile sexuality, resistance, transference, and
division of the psyche into the id, ego, and superego.
Learning Outcomes: Students will be able to understand most popular school of personality
while learning division of mind, personality, stages of psychosexual development.
Session 9: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
https://www.simplypsychology.org/psychodynamic.html
https://www.youtube.com/watch?v=XCtm0FSGZus

Session 10-11: Phenomenological perspective- humanistic and social cognitive

Description of the session:
As a leader of humanistic psychology, Abraham Maslow approached the study of personality by
focusing on subjective experiences, free will, and the innate drive toward self-actualization.
Maslow expanded the field of humanistic psychology to include an explanation of how human
needs change throughout an individual’s lifespan, and how these needs influence the
development of personality. The goal of this perspective is to encourage self-acceptance and
personal growth.

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Social Cognitive Theory (SCT), the cognitive formulation of social learning theory that has been
best articulated by Bandura, explains human behavior in terms of a three-way, dynamic,
reciprocal model in which personal factors, environmental influences, and behavior continually
interacts. Both perspectives agree with the idea that an individual is always changing. Whether
that is through their personality, or through their "self", people are always changing.
Learning Outcomes: While understanding both the approaches to Personality, students can
analyze how Self-efficacy can be used in mastering experiences, resourcefulness of social
modeling; its impact on physical and emotional states and lastly use of verbal persuasion in self-
efficacy.
Session 12: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
https://www.youtube.com/watch?v=XCtm0FSGZus
http://ep309.org/faculty/LAMBJEN/Chapter6/the_behaviorist_and_social_cognitive_view_of_pe
rsonality.pdf
https://prezi.com/_3b4pusiwca7/humanistic-vs-social-cognitive-perspectives/
https://www.simplypsychology.org/humanistic.html

Unit II: INTELLIGENCE

Session 13-14: Psychometric and cognitive approaches to intelligence
Description of the session:
Intelligence is “the capacity to acquire and apply knowledge.” Intelligence includes the ability to
benefit from past experience, act purposefully, solve problems, and adapt to new situations.
Intelligence can also be defined as “the ability that intelligence tests measure.” Intelligence has
been defined in many ways, including: the capacity for logic, understanding, self-
awareness, learning, emotional knowledge, reasoning, planning, creativity and problem solving.
Underlying most cognitive approaches to intelligence is the assumption that intelligence
comprises a set of mental representations (e.g., propositions, images) of information and a set of
processes that can operate on the mental representations.
Learning Outcomes: A more intelligent person is assumed to represent information better and,

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in general, to operate more quickly on these representations than does a less intelligent person.
These sessions will help students understand the concept of Intelligence, its testing and theory
behind it.
Session 15: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://www.cpsimoes.net/artigos/art_brit_1.html
http://www.gigers.com/matthias/gifted/intelligence_theories.html
Session 16-17: Gardner’s multiple intelligences
Description of the session:
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of
education at Harvard University. It suggests that the traditional notion of intelligence, based on
I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to
account for a broader range of human potential in children and adults.
Dr. Gardner says that we should also place equal attention on individuals who show gifts in the
other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists,
entrepreneurs, and others who enrich the world in which we live.
Learning Outcomes: Sessions on Intelligence will help students in examining potential people
have, how they craft their lives with this inborn ability with the help of hobbies and successful
job careers.
Session 18: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://www.institute4learning.com/resources/articles/multiple-intelligences/
https://www.tecweb.org/styles/gardner.html
Session 19-20: Influence of Heredity and environment on Intelligence
Description of the session:

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Today researchers agree that heredity and environment have an interactive influence on
intelligence. Heredity places an upper and lower limit on the IQ that can be attained by a given
person. The environment determines where within these limits the person’s IQ will lie. Studies
on identical twins with respect to intelligence showed that the average correlation in identical
twins was and investigations of fraternal twins produced an average correlation of 0.67. Because
of strong genetic link between the adopted children and their biological parents it can be
concluded that heredity is more important than environment. Researchers have also found that
heritability of intelligence increases from as low as 0.45, in infancy to as high as 0.80 in late
adulthood. This is because as we grow older, the effect of environment reduces upon us and we
interact more with the environment as we like not under our parent’s pressure or of the society's.
Learning Outcomes: Both heredity and environment have their share in molding the life and
personality of the individual. Heredity is responsible for all the inborn traits, the instincts,
emotions, I.Q., reflex action and physical traits. Environment is responsible for
the growth and development of the physical, mental and social traits.
Session 21: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://general-psychology.weebly.com/how-does-heredity-and-environment-influence-
intelligence.html
https://www.slideshare.net/vaishalichaturvedi3/ctet-influence-of-heredity-and-environment
https://www.grin.com/document/311877
Session 22-23: Individual differences in intelligence; Extremes of intelligence
Description of the session:
A myriad of factors influence intelligence; some of which are due to the groups to which the
individual belongs and others they are subject to as a discrete individual. Group factors can relate
to qualities within the group, but can also be caused by the environment within which the group
operates. Individual differences in intelligence can relate to a group the individual belongs to, but
can also relate to something that affects only that person. Intelligence tests have painted a bell
curve to graph the distribution of intelligence across the general population. Most people fall in

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the middle of the graph, and they are considered the average scorers. But some, or rather, very
few people fall on the far left and then the far right of the curve. These people are either mentally
retarded or "gifted."
Extremes in intelligence are the extreme highs and lows of the intelligence spectrum. Above
a 135 IQ is considered gifted and below 70 is considered mentally retarded. Below 70 there are
sub categories. These categories are mild and moderate, and severe and profound membership.
Learning Outcomes: Students will be taught individual and group differences with regard to
Intelligence as well as two extremes on Intelligence tests that enhance their understanding about
human cognitive ability.
Session 24: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
https://www.scribd.com/document/44440423/What-Are-Extremes-of-Intelligence
https://slideplayer.com/slide/10923341/
Session 25- 26: MCQ and Mid-Term Assessment

Unit III: INDIAN APPROACH TO INDIVIDUAL DIFFERENCES

Session 27-28: Self and identity in Indian thought
Description of the session:
Some of the common questions that confront all of us are: What does it mean to be a
human being? What makes us good and happy persons? And how can we attain happiness, or the
highest possible good in life? In the process of growing up within a specific cultural milieu, we
tend to seek answers to deeply personal questions such as “Who am I?” or “What is the best that
can happen to me?” in the light of accumulated wisdom of our forebears. As the 20th century
draws to a close, the world is rapidly getting smaller, and many of us get exposed to the legacies
of several cultures from around the world.
The great interest that has been taken in the nature of the human self by modern psychology
shows modern man's awareness of the need to fill the gap between his knowledge of his inner
world and his knowledge of the outer world. The source books of Indian philosophy are, mainly,
the Vedas, the Brahmanas, the Aranyakas, the Upanishads, and the two great Indian epics - the

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Ramayana and the Mahabharata.
Learning Outcomes: The concept of the self in the Bhagavat Gita is identical with that of the
Upanishads. The greatest merit of Indian thought lies, as we have seen, in its unique concept of
the self and it is in its concern with the self that ancient Indian thought anticipates the increasing
preoccupation with the nature of human self in modern western philosophy and particularly in
psychology.
Session 29: Tutorial
Class will be divided into groups and activities will be discussed whereby they have to read
Bhagavat Gita and explain characters from it in monologues in a dramatic presentation. They
would have to assess the personality, traits of the character which depicted their intelligence and
how holy book saw their chosen characters evolved and contributed to the Mahabharata.
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://www.marquette.edu/library/theses/already_uploaded_to_IR/jacob_t_1975.pdf

Unit IV: ENHANCING INDIVIDUAL DIFFERENCES

Session 30-31: Self-determination theory; enhancing cognitive potential
Description of the session:
Self-determination theory (SDT) is a macro theory of human motivation and personality that
concerns people's inherent growth tendencies and innate psychological needs. It is concerned
with the motivation behind choices people make without external influence and interference.
SDT focuses on the degree to which an individual's behavior is self-motivated and self-
determined.
Learning Outcomes:
SDT is centered on the belief that human nature shows persistent positive features, that it
repeatedly shows effort, agency and commitment in their lives that the theory calls "inherent
growth tendencies". People also have innate psychological needs that are the basis for self-
motivation and personality integration.
Session 32: Tutorial

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Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://selfdeterminationtheory.org/authors/richard-ryan/
https://positivepsychologyprogram.com/self-determination-theory/
http://selfdeterminationtheory.org/authors/richard-ryan/
Session 33-34: Self- regulation and self enhancement
Description of the session:
Self-enhancement is a type of motivation that works to make people feel good about themselves
and to maintain self-esteem. This motive becomes especially prominent in situations of threat,
failure or blows to one's self-esteem. Self-enhancement involves a preference for positive over
negative self-views. It is one of the four self-evaluation motives along with self-assessment (the
drive for an accurate self-concept), self-verification (the drive for a self-concept congruent with
one's identity) and self-improvement (the act of bettering one's self-concept). Self-evaluation
motives drive the process of self-regulation, that is, how people control and direct their own
actions.
Learning Objectives: Students will be oriented to how self-regulation and enhancement can be
applied to impulse control, the management of short-term desires, and illusion of control. Also
self-enhancement is helpful in goal attainment and motivation and sickness behavior.
Session 35: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
http://www2.psych.ubc.ca/~dpaulhus/research/CIRCUMPLEX/chapters/HPP.2.pdf
http://www.southampton.ac.uk/~crsi/Hepper%20Gramzow%20%20Sedikides%202010%20JP.p
df
https://positivepsychologyprogram.com/self-regulation/
Session 36-37: Fostering creativity, Group Activity and Discussion
Description of the session:
Creativity is a phenomenon whereby something new and somehow valuable is formed. The
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created item may be intangible (such as an idea, a scientific theory, a musical composition, or
a joke) or a physical object (such as an invention, a literary work, or a painting).
Creativity may also be closely related to age. For instance, author and scientist George
Land believes that it’s not that we learn to be creative, but that we actually learn to stop being
creative. As we grow up, we are taught to evaluate and criticize a new idea as soon as we
develop it. Land argues that when we edit our thinking and tamp down our creative juices in
order to be more practical, we miss out on the richness of our being.
Learning Objectives: We want students to see how Creativity is easily defined as a process
of generating new ideas. It is particularly important in industry because the world is changing
incredibly quickly, and breakthrough ideas are required to stay competitive. Generating fresh
ideas is actually quite challenging because most people find it difficult to get beyond obvious,
incremental solutions.
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
https://www.psychologytoday.com/intl/blog/hidden-motives/201202/fostering-creativity
https://culturetrack.com/ideas/fostering-creativity/
https://www.csun.edu/~vcpsy00h/creativity/define.htm

Unit V: Behavioral Genetics

Session 38-39: Role of genes in heritability and personality, adoption studies
Description of the session:
There is abundant evidence, that personality traits are substantially influenced by the genes.
Placing the behavior genetics of personality in the context of epidemiology, evolutionary
psychology and neighboring psychological domains such as interests and attitudes should help
lead to new insights. Behavior genetics, as a scientific field, is grounded on the idea that
behavior, as a phenotype, can be analyzed with the same theories and methods as any other (i.e.
anthropological or biological) phenotypes.
Learning Objectives: Behavior genetics is a scientific field focusing on identifying the genetic
and the environmental sources of individual differences in behavioral phenotypes. In the case of
personality, the goal is to understand individual differences in personality.
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Session 40: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2593100/
https://www.psychologytoday.com/us/blog/under-the-influence/201307/do-genes-influence-
personality
Session 41-42: Environmental factors correlating in development of Personality
Description of the session:
What makes individuals unique? Most would say a person's personality makes them who they
are. An individual’s personality is the mental characteristic that makes them unique from other
people. It includes all of the patterns of thought and emotions that cause us to do and say things
in particular ways. Personality is psychological, but research suggests that it is also influenced by
biological processes and needs. Personality does not just influence how we move and respond in
our environment, it also causes us to act in certain ways. It can also be seen in our thoughts,
feelings, close relationships and other social interactions.
Learning Outcomes: Most students would agree that personality is unique to an individual
person. With so many people in the world, it would not be farfetched to believe that there are
different types of personalities. Putting these personalities into specific category types would
help people determine what personality type they are.
Session 43: Tutorial
Essential Reading:
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology: South Asian Edition. New Delhi: Pearson
Education.
Randy J. Larsen & David M. Buss, 4, McGraw Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Website Links
https://www.ukessays.com/essays/psychology/how-our-environment-affects-our-personality-
psychology-essay.php
http://www.academia.edu/14511432/Factors_affecting_Personality_Development
https://www.enotes.com/homework-help/how-does-persons-environment-effect-way-they-live-
371107
Session 44-45: Cultures influencing Individual Differences

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Description of the session:
Personality is shaped by both genetic and environmental factors; among the most important of
the latter are cultural influences (Kluckhohn & Murray, 1948). Culture consists of shared
meaning systems that provide the standards for perceiving, believing, evaluating,
communicating, and acting among those who share a language, a historic period, and a
geographic location (Triandis, 1996). More recently Chiu and Hong (2007) have defined culture
as a network of knowledge that is both procedural (learned sequence of responses to particular
cues) and declarative (representations of people, events, and norms) and is produced, distributed,
and reproduced among a collection of interconnected people. Culture is different from ethnicity
in that ethnicity refers to a common background or social origins, shared culture and traditions
that are distinctive, maintained between generations, and result in a sense of identity and group
membership, and shared language or religious tradition (Senior & Bhopal, 1994).
Learning Outcomes: To understand how culture is transmitted through language, media
messages, cultural practices and institutions, values and artifacts, and through the modeling of
behavior that shapes one's personality.
Session 46: End Term Exam
4. ASSESSMENT PLAN:
Assessment Individual/Group Weightage
A) Continuous Assessment 30 Marks
Class Participation Individual 10
Group Role Presentation Group 20

B) Mid-Term Assessment 20 Marks

Closed Book Written Exam Individual

C) End-Term Assessment 50 Marks

Closed Book Written Exam Individual
100 Marks

4.1 Details of Assessment:

A) Continuous Assessment: Students will be assessed continuously in between the sessions
through class participation in the form of interaction with teacher and peers. Marks will be
awarded on the basis of concept clarity.

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B) Mid Term: Mid-Term exam would be conducted to test the ability of students towards
application of the concepts and theories of Personality and Intelligence.
C) End-Term Assessment: This will be done in two parts; one will be dramatic group
presentation on the topics discussed from Bhagvat Gita and its enactment. Second, will be closed
book written exam covering all the five units covered in the course.
5. ASSESSMENT MAP
5.1 Assessment Maps
Module Name A1 A2 A3 A4 A5
Individual Differences * * *

A1 – Individual Assignment A2 – Group Assignment

A3 – Open Book Examination A4 – Closed Book Examination
A5 – Group Presentation
5.2 ASSESSMENT MAPPING WITH LEARNING OUTCOMES AND PLG’s
Type Individual/Group Assessment Learning PLG's Assessed
Outcome
Continuous Individual MCQ and L1,L3,L6 PL2, PL4, PL6,
Assessment Assignments
Mid-Term Individual Written exam L1,L5 PL1, PL3,PL7
End-Term Group and Group Role Play L2,L4,L5, PL1, PL3, PL5,
Individual and written exam

5.3 TEACHING MAP

This table shows main delivery methods which are used across module and its stages:

Module T1 T2 T3 T4 T5 T6
Individual Differences * * * * *
T1: Lectures T2: Seminar/ Tutorials
T3: Live Projects & Presentations T4: Case Discussion
T5: Guest Lectures/ Industrial Visits T6: Lab Session

5.4 CURRICULUM MAP

Module Name L1 L2 L3 L4 L5 L6 L7
Individual Differences
Taught ✓ ✓ ✓ ✓ ✓ ✓ ✓
Assessed ✓ ✓ ✓ ✓ ✓ ✓

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Program Learning Goals of Psychology Department -
PLG1. To have an understanding of psychological concepts, techniques as well as working
knowledge for application of psychology.
PLG2. To demonstrate psychological information literacy, engage in innovative and integrative
thinking, interpret, design, conduct research and incorporate socio-cultural factors in scientific
enquiry.
PLG3. To apply ethical standards for evaluation in practice and counseling in order to build
credibility, enhance interpersonal relationships.
PLG4. To Adopt values that build the community at local, national and global levels.
PLG5. To be able to apply psychological concepts and skills to career goals, exhibit self-efficacy
and self-regulation, demonstrate emotional intelligence for working in teams and develop a
meaningful professional direction for life.
PLG6. To be able to communicate and negotiate based on critical thinking and informed
judgment leading to problem-solving and decision-making skills.
PLG7. To have cognitive flexibility which enables adaptability to uncertainty in a rapidly
changing environment.
5.5 Rubrics
How will you score in the assessments?
You will score:
• 5. The answer is to the point, complete without errors .It demonstrates excellent understanding
of the concepts
• 4. The answer contains minor error and are unlikely to undermine the main conclusions. It
demonstrates understanding of concepts but not presented well
• 3. Answer contains errors that are likely to undermine the main conclusion but the candidate has
demonstrated the understanding of concepts required
• 2. Answer contains major errors and are likely to undermine the main conclusion but the
candidate has shown initiative to identify possible solutions / explanations. Answer does not
reflect adequate understanding
• 1. Answer suggests lack of understanding of the concepts
• 0. Answer suggests complete lack of understanding of the concepts and is entirely out of context

18 of 19
 Module Readings Grid
Essential Title Topic No. of Shared/
Reading Pages Isolated
Carr, A. (2011): Positive psychology. Routledge. All the All
Chadha, N.K. & Seth, S. (2014). The topics are
Psychological Realm: An Introduction. Pinnacle well
Learning, New Delhi. covered
Ciccarelli, S. K., & Meyer, G. E. (2010).
Psychology: South Asian Edition. New Delhi:
Pearson Education.
Matthijs Cornelissen, Girishwar Misra and Suneet
Varma (eds.) (2011), Foundations of Indian
Psychology (Vol. 1), Theories and concepts
.Pearson.
Mentis, M., Dunn-Bernstein, M., Mentis, M.,
&Skuy, M. (2009).Bridging learning: Unlocking
cognitive potential in and out of the classroom.
Corwin.
Passer, M.W. & Smith, R.E. (2010). Psychology:
The science of mind and behaviour. New Delhi:
Tata McGraw-Hill.
Randy J. Larsen & David M. Buss, 4, McGraw
Hill: New York. Personality Psychology,
Domains of Knowledge about Human Nature.
Suggested Friedman, H.S & Schustack M. W (2009) All the
Reading Personality: Classical Theories and Modern topics
Research. Third Edition. Pearson Education.
Website Shared/
Links Isolated
http://www.psychologydiscussion.net/individual-differences/individual- Shared
differences-meaning-and-causes-educational-psychology/1841 on ERP
http://www.psychologydiscussion.net/psychology/individual- Shared
differences-psychology/individual-differences-types-causes-and-role- on ERP
psychology/2557
https://www.psychologytoday.com/intl/blog/darwins-subterranean- Shared
world/201801/individual-differences on ERP
http://www.studylecturenotes.com/social-sciences/education/223- Shared
individual-difference on ERP

-------------------------------------------------End of document----------------------------------------------

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 STATISTICS

B.A. PSYCHOLOGY

BATCH: 2019-2022

COURSE CODE: SAL-BPSY-107

Semester II

Course – Core

Credit – 4

LTP–310

Statisticians help to design data collection plans, analyze data appropriately and interpret and draw
conclusions from those analyses. The central objective of the undergraduate major in Statistics is to
equip students with consequently requisite quantitative skills that they can employ and build on in
flexible ways. Majors are expected to learn concepts and tools for working with data and have
experience in analyzing real data that goes beyond the content of a service course in statistical methods
for non-majors. Majors should understand [1] the fundamentals of probability theory, [2] statistical
reasoning and inferential methods, [3] statistical computing, [4] statistical modelling and its limitations,
and have skill in [5] description, interpretation and exploratory analysis of data by graphical and other
means; [6] graduates are also expected to learn to communicate effectively. This course provides the
fundamental methods of statistical analysis, the art and science of extracting information from data. The
course will begin with a focus on the basic elements of exploratory data analysis, probability theory and
statistic inference. With this as a foundation, it will proceed to explore the use of the key statistical
methodology known as regression analysis for solving business problems. These methods and their
application are part of the basic “tool kit” expected of all management students in their careers. The
course aims to teach students the skills of analysis and use of mathematical/statistical techniques to
enable students to solve problems.

ACADEMIC YEAR: 2020-2021

Page 1 of 11
1. Introduction to the Module and Module Objectives

The course aims to develop basic skills for data analysis to interpret and solve business-related world
problems.

1.1 Learning Outcomes

On successful completion of this module, students will:
LO1: Demonstrate their understanding of descriptive statistics by practical application of quantitative
reasoning and data visualization.

LO2: Demonstrate their knowledge of the basics of inferential statistics by making valid generalizations
from sample data.

LO3: Identify the appropriate statistical techniques to apply to certain business information needs or
problems

LO4: Develop confidence in the use of Statistical and Analytical Techniques.

LO5: Successfully relate theoretical concepts to a real-world problem in a written report.

1.2 Introduction to the Tutors

Module Leader
Name: Prof. Raiswa Saha
Phone Number: 7838206157
Email ID: [email protected]
Cabin Location: 55

Tutor
Name: Prof. Raiswa Saha
Phone Number: 7838206157
Email ID: [email protected]
Cabin Location: 55

3. Module Pre-Requisites: To pursue this course, you are required to have prior understanding of basic
arithmetic operations.

Page 2 of 11
 4. Module Description
UNIT 1: Classification & Representation of data

UNIT 2: Measures of Central Tendency

UNIT 3: Probability distributions

Unit 4: Hypothesis, Correlation and Regression

UNIT 5: Choosing Between a Parametric and Nonparametric Test

4.1 Module Overview

Session No Topic

PART 1: Descriptive Statistics

UNIT 1: Classification & Representation of data

Classification & Representation of data, How can we arrange data? Examples of

Sessions 1-3
raw data, Arranging data and the frequency distribution
Constructing Histogram and Frequency Curves, Polygon, Presentation: tabular
Sessions 4-6 and graphical, including histogram and Ogives

Graphing Frequency distribution, Introduction to bar charts, pie-charts, line

charts,
Sessions 7-9
Bar chart, Box plot, Histogram, Pie chart, Scatter plot, Stem-and-leaf display

Session 10 Tutorial: Lab sessions

UNIT 2: Measures of Central Tendency

Sessions 11-12 Calculation of measures of central tendency

A Measure of Central Tendency: Mean, Median, Mode

Sessions 13-14
Mean: arithmetic geometric harmonic

Measures of Variability, Calculation of measures of variability, calculation of the

standard deviation, when to use various methods
Sessions 15-16
Variance, standard deviation, coefficient of variation

Session 17 Tutorial: Lab sessions

Page 3 of 11
 UNIT 3: Probability distributions

Sessions 18-19 Introduction to Probability, basic definitions of probability

Sessions 20-21 Discrete Probability distributions – Binomial Distribution, Poisson Distribution

Sessions 22-23 Continuous Probability distributions- Normal Distribution

Sessions 24 Mid Term Test

PART 2: Inferential Statistics

Unit 4: Hypothesis, Correlation and Regression

Hypothesis of chance, Hypothesis testing of means when the population standard

deviation is known, Hypothesis testing: Two sample tests, the null and alternative
Sessions 25-28
hypothesis

Correlation: A matter of direction, A matter of degree Understanding the

Sessions 29-31 meaning of degree of correlation, Formulas for Pearson’s coefficient of

correlation, Spearman’s Rank order correlation coefficient
Simple linear regression and its application to business decision making The
Regression Equation, Method of least squares for fitting a regression line,
Sessions 32-34
Standard error of estimate, coefficient of determination

Sessions 35 Tutorial: Lab sessions

PART 3: Parametric & Non-parametric statistics

UNIT 5: Choosing Between a Parametric and Nonparametric Test

Paired t-test: Introduction, Procedure for carrying out a paired t-test,

Sessions 36-37 Assumptions

One-way ANOVA: One-factor completely randomized design, Two-way ANOVA:

Sessions 38-40 Two-way analysis of variance

Sessions 41-42 Chi-square statistic, Properties, Illustration of calculation methods

Mann–Whitney U test (Wilcoxon Rank Sum Test), Test Statistic for the Mann
Sessions 43
Whitney U Test, Properties, Illustration of calculation methods
Session 44 Tutorial: Lab session
End Term Exam

Page 4 of 11
5. Module Readings
Main Texts
• Statistics in psychology and education Book by Henry Garrett Paragon International
Publishers; Statistics In Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King
Edward W. Minium
• Business Statistics, 4thEdition by Leonard J. Kazmier

Desired reading

• Statistics for Psychology, Jp Verma & Mohammad Ghufran

UNIT 1: Classification & Representation of data

Session Plans

Sessions 1-3: Classification & Representation of data How can we arrange data? Examples of raw
data, Arranging data and the frequency distribution

Description of the session

In this session, you will learn how to classify data and represent it. Frequency distribution is a summary
form of data presented in class intervals and frequencies. In this session, you will learn how to arrange
the data and forming the frequency distribution tables.

Learning Outcome
After completion of the session, you will be able to understand formulation frequency distributions, and
become familiar with concepts of interval classes. After completion of the session, you will be able to
construct a frequency tables.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Page 5 of 11
Sessions 4-6: Constructing Histogram and Frequency Curves

Description of the session

In this session, you will learn how to construct a histogram and frequency curve, Polygon, Presentation:
tabular and graphical, including histogram and Ogives

Learning Outcome
After completion of the session, you will become familiar with concepts such as histogram and
frequency curve.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 7-9: Graphing Frequency distribution

Description of the session

In this session, you will learn how to construct a polygon and frequency curve. Categorical, or
qualitative, data are pieces of information that allow us to classify the objects under investigation into
various categories. We usually begin working with categorical data by summarizing the data into a
frequency table. The various types of graphing frequency distribution like bar charts, pie-charts, line
charts, Box plot, Histogram, Pie chart, Scatter plot, Stem-and-leaf display will be shown.

Learning Outcome
After completion of the session, you will become familiar with concepts such as polygon and frequency
curve.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Page 6 of 11
Session 10: Lab Session: Graphical representation of data

UNIT 2: Measures of Central Tendency

Sessions 11-12: Calculation of measures of central tendency

Description of the session

In statistics, a central tendency (or measure of central tendency) is a central or typical value for a
probability distribution. It may also be called a center or location of the distribution. Colloquially,
measures of central tendency are often called averages.

Learning Outcome

After completion of the session, you will become familiar with concepts such as measure of central
tendency.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 13-14: A Measure of Central Tendency: Mean, Median, Mode Mean: arithmetic geometric
harmonic

Description of the session

Measures of central tendency are values that tend to occur at the center of a well-ordered data set. As
such, some analysts call them measures of central location. The mean, median and the mode are all
measures of central tendency, though there are situations where one of them is more appropriate than
the others.

Page 7 of 11
Learning Outcome

After completion of the session, you will become familiar with concepts such as The Weighted Mean,
Median, and Mode.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 15-16: Measures of Variability, Calculation of measures of variability, calculation of the

standard deviation, when to use various methods, Variance, standard deviation, coefficient of
variation

Description of the session

A fundamental task in many statistical analyses is to characterize the location and variability of a data
set. A further characterization of the data includes skewness and kurtosis. Skewness is a measure of
symmetry, or more precisely, the lack of symmetry. A distribution, or data set, is symmetric if it looks
the same to the left and right of the centre point. Kurtosis is a measure of whether the data are heavy-
tailed or light-tailed relative to a normal distribution. That is, data sets with high kurtosis tend to have
heavy tails, or outliers. Data sets with low kurtosis tend to have light tails, or lack of outliers. A uniform
distribution would be the extreme case.

Learning Outcome

After completion of the session, you will become familiar with concepts such as Skewness and Kurtosis.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Page 8 of 11
Session 17: Tutorial: Lab sessions

UNIT 3: Probability distributions

Sessions 18-19: Introduction to Probability, basic definitions of probability

Description of the session

Probability is the science of how likely events are to happen. At its simplest, it is concerned with the roll
of a dice, or the fall of the cards in a game. However, probability is also vital to science and life more
generally. Probability is used, for example, in such diverse areas as weather forecasting and to work out
the cost of your insurance premiums.

Learning Outcome

After completion of the session, you will become familiar with concepts such as Probability.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 20-21: Discrete Probability distributions – Binomial Distribution, Poisson Distribution

Description of the session

A discrete distribution describes the probability of occurrence of each value of a discrete random
variable. Probability distributions are generally divided into two classes. A discrete probability
distribution (applicable to the scenarios where the set of possible outcomes is discrete, such as a coin
toss or a roll of dice) can be encoded by a discrete list of the probabilities of the outcomes, known as a
probability mass function. On the other hand, a continuous probability distribution (applicable to the
scenarios where the set of possible outcomes can take on values in a continuous range (e.g. real
numbers), such as the temperature on a given day) is typically described by probability density functions
(with the probability of any individual outcome actually being 0). The normal distribution is a commonly
encountered continuous probability distribution. More complex experiments, such as those involving
stochastic processes defined in continuous time, may demand the use of more general probability
measures.

Page 9 of 11
Learning Outcome

After completion of the session, you will become familiar with concepts such as discrete distribution.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 22-23: Continuous Probability distributions- Normal Distribution

Description of the session

Continuous probability distribution is a type of distribution that deals with continuous types of data or
random variables. The continuous random variables deal with different kinds of distributions.

Learning Outcome

After completion of the session, you will become familiar with concepts such as Continuous Probability
distributions- Normal Distribution.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Session 24: Midterm test

Page 10 of 11
 Unit 4: Hypothesis, Correlation and Regression

Sessions 25-28: Hypothesis of chance, Hypothesis testing of means when the population standard
deviation is known, Hypothesis testing: Two sample tests, the null and alternative hypothesis

Description of the session

A statistical hypothesis, sometimes called confirmatory data analysis, is a hypothesis that is testable
based on observing a process that is modeled via a set of random variables. A statistical hypothesis test
is a method of statistical inference. These sessions will introduce the students to the need for hypothesis
testing, followed by discussion on how to infer distribution of the population dataset from statistics of
the sample, and learn methods that enable us to estimate with reasonable accuracy the population
proportion and the population mean (i.e. point estimate and an interval estimate).

Learning Outcome

After completion of the session, you will become familiar with concepts such as Sampling Distribution.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings

• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 29-31: Correlation: A matter of direction, A matter of degree Understanding the meaning of
degree of correlation, Formulas for Pearson’s coefficient of correlation, Spearman’s Rank order
correlation coefficient

Description of the session

Correlation analysis is a method of statistical evaluation used to study the strength of a relationship
between two, numerically measured, continuous variables (e.g. height and weight). This particular type
of analysis is useful when a researcher wants to establish if there are possible connections between
variables.

Page 11 of 11
Learning Outcome

After completion of the session, you will become familiar with concepts such as Correlation analysis.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 32-34: Simple linear regression and its application to business decision making The
Regression Equation, Method of least squares for fitting a regression line, Standard error of estimate,
coefficient of determination

Description of the session

Linear regression models are used to show or predict the relationship between two variables or factors.

Learning Outcome

After completion of the session, you will become familiar with concepts such as regression analysis.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 35: Tutorial: Lab sessions

Page 12 of 11
 UNIT 5: Choosing Between a Parametric and Nonparametric Test

Sessions 36-37 Paired t-test: Introduction, Procedure for carrying out a paired t-test, Assumptions

Description of the session

The paired sample t-test, sometimes called the dependent sample t-test, is a statistical procedure used
to determine whether the mean difference between two sets of observations is zero. In a paired sample
t-test, each subject or entity is measured twice, resulting in pairs of observations.

Learning Outcome

After completion of the session, you will become familiar with concepts such as Paired t-test.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 38-40: One-way ANOVA: One-factor completely randomized design, Two-way ANOVA: Two-
way analysis of variance

Description of the session

Analysis of variance (ANOVA) is a collection of statistical models and their associated estimation
procedures (such as the "variation" among and between groups) used to analyze the differences among
group means in a sample.

Learning Outcome

After completion of the session, you will become familiar with concepts such as ANOVAs.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Page 13 of 11
Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 41-42: Chi-square statistic, Properties, Illustration of calculation methods

Description of the session

A chi-squared test, also written as χ² test, is any statistical hypothesis test where the sampling
distribution of the test statistic is a chi-squared distribution when the null hypothesis is true. Without
other qualification, 'chi-squared test' often is used as short for Pearson's chi-squared test.

Learning Outcome

After completion of the session, you will become familiar with concepts such as chi-squared test.

Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Sessions 43: Mann–Whitney U test (Wilcoxon Rank Sum Test), Test Statistic for the Mann Whitney U
Test, Properties, Illustration of calculation methods

Description of the session

The Mann-Whitney U test is a non-parametric test that can be used in place of an unpaired t-test. It is
used to test the null hypothesis that two samples come from the same population (i.e. have the same
median) or, alternatively, whether observations in one sample tend to be larger than observations in the
other. Although it is a non-parametric test, it does assume that the two distributions are similar in
shape.

Learning Outcome

After completion of the session, you will become familiar with concepts such as Mann–Whitney U test.

Page 14 of 11
Essential Readings
• Statistics in psychology and education Book by Henry Garrett Paragon International Publishers;
Statistics in Psychology & Education edition
• Statistical Reasoning in the Behavioral Sciences, 5ed Paperback – 2011 by Bruce M. King Edward
W. Minium

Desired Readings
• Statistics for Psychology, Jp Verma & Mohammad Ghufran

Session 44: Tutorial: Lab session

6. Assessment Plan

Written /Oral Group/ Assessment- Weight age

Individual
Continuous, Mid-term, End term

Continuous 20 Marks
Assessment
Individual Continuous Assessment
Work on the
datasets given and
perform certain
statistical analysis

Midterm Individual Mid-term assessment 20 marks

examination

End term Individual End term Assessment 60 Marks

Examination

Total-100
Marks

Page 15 of 11
6.1 Details of Assessment:
7.1 A) Component 1: Continuous Assessment: (20 Marks)
• Individual Assignments: (20 Marks): Students will write assignments.
7.2 B) Component 2: Mid Term: (20 Marks) Students will give closed book examination
7.3 C) Component 3: End-Term Assessment: (60 Marks) Students will give closed book examination.

7. Rubrics -How will you score in Overall (Midterm+ Continuous+ End-term) Assessment
• 80% and above the answers are to the point, complete without errors and demonstrate excellent
understanding of the concepts
• 70% and above the answers contain minor errors, are unlikely to undermine the main conclusions and
demonstrate understanding of concepts
• 60% and above the answer contains errors that are unlikely to undermine the main conclusion but the
candidate has demonstrated the understanding of concepts required
• 50% and above the answers contain major errors and are likely to undermine the main concepts but
the candidate has shown initiative for possible explanations but inadequate understanding
• 40% and above the answers suggests lack of understanding of the concepts
• Below 40% the answers suggest complete lack of understanding of the concepts and are entirely out of
context

8. Assessment Mapping with Learning Outcomes and PLG’S

Type Individual Assessment Learning Outcome PLG’s Assessed

Continuous ! 20 LO1,LO2,LO3,LO4,L PLG1,PLG2,PLG3,PLG4,P

O5 LG5,
Assessment

Midterm ! 20 LO1,LO2,LO3,LO4,L PLG1, PLG2,

O5 PLG3,PLG4,PLG5

End-Term ! 60 LO1, LO2, LO3, LO4, PLG3,PLG4,PLG5, PLG7,

LO5.

Page 16 of 11
9. Assessment Maps

Module Name A1 A2 A3 A4 A5

STATSTICS * *

A1 – Individual Assignment
A2 – Group Assignment
A3 – Open Book Examination
A4 – Closed Book Examination
A5 – Group Presentation
10. Teaching Map
This table shows main delivery methods that are used across module and its stages:

Module T1 T2 T3 T4 T5 T6

STATISTICS * * *

T1: Lectures T2: Tutorials

T3: Presentations T4: Case Discussion

T5: Guest Lectures/ Industrial Visits T6: Lab Session

11. Curriculum Map

Program Learning Outcomes

Module Name PLG-1 PLG-2 PLG-3 PLG-4 PLG-5 PLG-6 PLG-7

Statistics

Covered * * * *

Taught * * * *

Assessed * * * *

Page 17 of 11
 12. Program Learning Goals (PLG’s)

PLG1: An understanding of psychological concepts, appropriate techniques for the working knowledge
and application of psychology
PLG2: Demonstrate psychological information literacy, engage in innovative and integrative thinking,
interpret, design, conduct research and incorporate socio-cultural factors in scientific enquiry
PLG3: To apply ethical standards for evaluation in practice and counseling in order to build credibility
and enhance interpersonal relationships.
PLG4: Adoption of values that build the community at local, national and global levels
PLG5: To be able to apply psychological concepts and skills to career goals, exhibit self-efficacy and self-
regulation, demonstrate emotional intelligence for working in teams and develop a meaningful
professional direction for life.
PLG6: Be able to communicate and negotiate based on critical thinking and informed judgment leading
to problem-solving and decision-making skills.
PLG7: Cognitive flexibility, which enables adaptability to uncertainty in a rapidly changing environment

Module Readings Grid

Case No. Title Topic Discussed No of Shared/ isolated

pages

1. Essential Readings: Isolated

• Statistics in psychology and

education Book by Henry Garrett
Paragon International Publishers;
Statistics In Psychology &
Education edition
• Statistical Reasoning in the
Behavioral Sciences, 5ed
Paperback – 2011 by Bruce M. King
Edward W. Minium

Page 18 of 11
 Desired Readings:

• Statistics for Psychology, Jp Verma &

Mohammad Ghufran

Videos

1. • Displaying and comparing quantitative

data video series: Khan Academy
• Summarizing Quantitative data video
series: Khan Academy
• Modeling data distributions video
series: Khan Academy
• Probability video series: Khan Academy
• Random Variables video series: Khan
Academy
• Sampling distribution video series: Khan
Academy
• Confidence interval video series: Khan
Academy
• Significance hypothesis testing video
series: Khan Academy
• Two sample inference for the difference
between groups series: Khan Academy
• ANOVA video series : Khan Academy
• Exploring bivariate numerical data video
series: Khan Academy

Page 19 of 11
 YOUTH, GENDER AND IDENTITY.

B.A. PSYCHOLOGY (HONS.)

BATCH-2019-2022

COURSE CODE- SAL-BPSY-110

Semester- 2
Credit - 4
L T P - 1-1-0
Core/Elective- Elective.
Benchmarked- Delhi University, TISS, UPenn.

The objective of this paper would be to understand the relationship between the concept
of gender, youth and identity. The module emphasizes on building a broad and
insightful understanding of identity as a concept and its interplay in one’s daily
interactions. The focus is also to highlight the origin and need for gender sensitivity,
while emphasizing the necessity to contextualize it with cultural connotations in
personality. The module further tries to explain the concept of youth and identity. The
module also briefly touches on learning about positive youth development including
responsibility, developing youth, women empowerment in the Indian context,
encouraging non-gender stereotyped attitudes and building resources (Optimism;
Resilience).

ACADEMIC YEAR: 2020-2021

1. Introduction to the Module and Module Objectives: This Module tries to explain
the relevance of the concept of youth, gender and identity in today’s times. The module
highlights the importance of gender sensitization and understand it from different
perspectives. The module also tries to study youth development and phases in the
development of youth identity. It further explores the crisis and problems faced by
youth in current times.

2. Learning Outcomes- On successful completion of this module, students will –

• LO 1. To be able to develop an appreciation of the various issues in defining the
category of ‘youth’
• LO 2. To express the understanding of the phases in the development of youth identity;
• LO 3. To Know the various sociocultural influences on today’s youth as well as
demonstrating sensitivity towards today’s youth by developing an understanding of
their culture.
• LO 4. To be able to develop an Understanding of the risk behaviours of youth (drug
abuse, delinquency, sexuality & suicide risk), as well as other challenges youth face in
their lives such as those related to employment, education; health and body image.
• LO 5. To Learn about positive youth development including responsibility, social
capital, citizenship and political engagement.
• L.O.6. To build a broad and Insightful Understanding of Gender as a concept and its
interplay in one’s daily interactions.
• L.O.7. To highlight the origin and need for gender sensitivity, while emphasizing the
necessity to contextualize it with cultural connotations.
Introduction to the Tutors:

2.1 Area Chair

Name: Prof. Neeru Singh

2.2 Module Leader

Name: Pooja Verma
Phone Number: 9599918467
Email ID: [email protected]
Cabin Location: 45

2.3 Tutor
Name: Pooja Verma
Phone Number: 9599918467
Email ID: [email protected]
Cabin Location: 45

3.Module Pre-Requisites: To pursue this course, there is no prerequisite in particular.

However, motivation for better understanding and participation in classroom discussions will
enhance learning.
 4. Module Description:
Unit 1: Introduction: Concept of Gender: what is gender, Biology and society. gender
identity, gender attitudes and stereotypes. Gender at workplace and health.
Unit 2: Gender and identity, issues of sexuality in youth, culture and gender discrimination.
Unit 3: Defining youth; Youth across cultures; Formulation of youth identity; Concerns
and relevance of youth psychology. Peer group identity: Friendships and Romantic
relationships. Workplace identity and relationships. Intergenerational gap.
Unit 4: Issues and challenges: Youth and risk behaviours (Drug abuse, delinquency,
sexuality & suicide risk); Employment, education; Health and Body image Youth in
transition.
Unit 5: Youth and sustainable social well-being: Positive youth development. Developing
Youth: Women Empowerment in the Indian Context, Encouraging Non-Gender Stereotyped
Attitudes; Building Resources (Optimism; Resilience)
4.1 Module Overview:

Session Particulars
No.
Topics
1. What is gender? Biology and Society.

2. Sex, gender identity, sexual orientation and gender roles.

3. Tutorial/ Activity 1: Discussion on contemporary issues.
4-5. Gender attitudes and gender stereotypes.

6-7 Gender and Culture, sexuality and gender fluidity.

8-9. Gendered Violence. Media and Gender.

10 Gender at workplace and Health.

11 Tutorial/ Activity 4: Assignments on assigned activity.

12-13 Defining youth, Youth across cultures, Concerns and relevance of

youth psychology.
14 Formulation of youth identity.

15 Concepts of Identity: Multiple identities

16-17 Family: Parent-youth conflict, sibling relationships,

18 Tutorials/ Activity 5: Presentations.
19-21 Peer group identity: Friendships and Romantic relationships.
Workplace identity and relationships.
22 Intergenerational gap.

23 Mid-Term assessments.

24-26 Youth culture: Influence of globalization on Youth identity and

Identity crisis.
27-30 Youth and risk behaviours (Drug abuse, delinquency, sexuality &
suicide risk).
31-33 Employment, education; Health and Body image; Youth in transition.
 34 Tutorial: Presentations.
35-36 Youth and sustainable social well-being.

37-40 Developing Youth: Women Empowerment in the Indian Context.

41-43 Encouraging Non-Gender Stereotyped Attitudes; Building Resources
(Optimism; Resilience)
44 Tutorial/Activity 7: Discussions.
Total 44 sessions.

5. Module Readings
5.1 Main Texts:
1. Erikson, E.H. (1968). Identity: Youth and Crisis. Norton. New York.
2. Helgeson, Vicki S. (2012). The psychology of gender. Fourth edition. Pearson
education. USA.

3. Sarkar, S. and Price, R. (2016). Gender disparity in India. PHI Learning. New Delhi.
4. Wharton, A.S. (2004). The Sociology of Gender: An Introduction to Theory and
Research. Blackwell Publishing.
5. Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed). New
Delhi: Pearson.
6. Berk, L. (2013). Child Development. New York: Pearson.
7. Brannon, L. (2017). Gender: Psychological Perspectives (7th edition). New Delhi
Routledge.
8. Lips, H.M. (2014). Gender: The Basics. Routledge.
9. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.

5.2 References:
1. Bansal, P. (2012). Youth in Contemporary India: Images of Identity and Social
Change. New Delhi: Springer
5.3 Journals:
1. Ghosh, B. (2011). Cultural changes and challenges in the era of globalization: The case
 of India. Journal of Developing Societies, 27(2), 153-175.

5.4 Recommended Articles, Other material:

1. Tomé G., Matos M., Simões C., Diniz J.A., & Camacho I. (2012). How can peer group
influence the behavior of adolescents: Explanatory model. Global Journal of Health
Science, 4(2), 26-35.
2. Online resource: https://www.pacer.org/bullying/resources/stats.asp
3. As and when required.

6. Session Plans
6.1- Sessions 1: What is gender? Role of biology and society.

Description of the session:

Gender is the range of characteristics pertaining to, and differentiating between, masculinity
and femininity. Depending on the context, these characteristics may include biological sex,
sex-based social structures, or gender identity.
Learning outcome:
After the completion of the session, students will be able to:

1. Gain an elementary understanding about what is gender?

2. Understand the role of biology and social structures in shaping gender.

Essential readings:

1. Lips, H.M. (2014). Gender: The Basics. Routledge.

Desired Reading:
1. Wharton, A.S. (2004). The Sociology of Gender: An Introduction to Theory and
Research. Blackwell Publishing.

Session 2: Sex, gender identity, sexual orientation and gender roles.

Description of the session:

 We are socialized at every stage in life to conform to our gender identity. Societal
reinforcement of tendencies of gender identity is relentless. For example, in hospitals, little
girls are wrapped in pink and little boys in blue. This difference in colours influences how
we learn and how we internalize our role in our society. The focus of this session will be on
understanding the role of power, current inequalities and prejudice shaping the mentalities.

Learning outcome:
After the completion of the session, students will be able to:

1. Gain an elementary understanding about the role of gender and current inequalities in
the world pertaining to gender.
2. Understand the interplay between gender related identities and how it affects the
mentalities of people.

Essential Readings:
1. Lips, H.M. (2014). Gender: The Basics. Routledge.

Desired Readings:
1. Wharton, A.S. (2004). The Sociology of Gender: An Introduction to Theory and
Research. Blackwell Publishing.

Session 3: Tutorial/ Activity-1- Discussion on contemporary issues.

Sessions 4-5: Gender attitudes and gender stereotypes.

Description of the session: This session will focus on the concept of gender attitudes and
stereotypes and how it leads to gender discrimination.
Learning outcome:
After the completion of the session:
1. The students will develop an understanding into the concept of gender and attitudes.
They will also understand the concept of gender stereotypes.

Essential Readings:
1. Helgeson, Vicki S. (2012). The psychology of gender. Fourth edition. Pearson
education. USA.
Desired reading:

1. Lips, H.M. (2014). Gender: The Basics. Routledge.

2. Wharton, A.S. (2004). The Sociology of Gender: An Introduction to Theory and
Research. Blackwell Publishing.
Website link:
https://www.verywellmind.com/what-does-it-mean-to-be-non-binary-or-have-non-binary-gender-4172702

Session 6: Gender and Culture, sexuality and gender fluidity.

Description of the session: The reproduction of our society’s sex gender system has been a
continuing puzzle for sociologists of gender. The history of western writings on gender has
long included ruminations on the role of culture in constituting gender difference and privilege
(Wollstonecraft 1978; Mill 2003; and especially de Beauvoir 1993). Yet during the last 40
years of the sociology of gender, material characteristics – in particular, women’s position as
paid and unpaid laborers – have received more attention than cultural factors (Hartmann 1980;
Blum 1991). These findings have revealed large differences in the paid and unpaid work lives
of men and women in our society, and they have led to a number of political reform movements
and initiatives.
Learning outcome:
After the completion of the session, students will be able to:
1. Understand the role of culture in shaping gender related debates.
2. Understand the concept of gender fluidity and how it is seen as Non-binary, or
genderqueer, which is a spectrum of gender identities that are not exclusively masculine
or feminine—identities that are outside the gender binary. Non-binary identities can fall
under the transgender umbrella, since many non-binary people identify with a gender
that is different from their assigned sex but does not necessarily, as some intersex
people are also non-binary.

Essential Readings:
1. Lips, H.M. (2014). Gender: The Basics. Routledge.
2. Wharton, A.S. (2004). The Sociology of Gender: An Introduction to Theory and
Research. Blackwell Publishing.
Desired Readings:

1. https://www.dictionary.com/e/gender-sexuality/gender-fluid
2. https://www.edtimes.in/what-is-the-difference-between-gender-neutrality-and-gender...

Session 7-8: Media, gender and gendered violence.

Description of the session: Media play important roles in society. They report on current
events, provide frameworks for interpretation, mobilise citizens with regard to various issues,
reproduce predominant culture and society, and entertain (Llanos and Nina, 2011). As such,
the media can be an important Factor in the promotion of gender equality, both within the
working environment (in terms of employment and promotion of female staff at all levels)
and in the representation of women and men (in terms of fair gender portrayal and the use of
neutral and non-gender specific language).

Learning outcome:
After the completion of the session:
1. Gain an elementary understanding about how media shapes the perception related to
gender. Also get to know about the current violence related to gender.

Essential readings:
1. Lips, H.M. (2014). Gender: The Basics. Routledge.
2. Wharton, A.S. (2004). The Sociology of Gender: An Introduction to Theory and
Research. Blackwell Publishing.

Desired Reading:
1. https://gsdrc.org/topic-guides/gender/gender-and-media/

Session 9: Gender at workplace and Health.

Description of the session: Women and men can have different experiences of work
exposures and health due to their sex, referring to biological differences, or to their gender,
referring to socially constructed differences. Many occupational studies continue to ignore sex
and gender considerations or use single sex samples and assume that findings can be
generalized to both men and women (Hohenadel et al., 2015).
Learning outcome:
After the completion of the session, students will be able to:
1. Understand the importance of studying gender at workplace and also study the
relationship between gender and health.

Essential Readings:

1. Lips, H.M. (2014). Gender: The Basics. Routledge.

2. Wharton, A.S. (2004). The Sociology of Gender: An Introduction to Theory and
Research. Blackwell Publishing.

Desired reading:

1. https://academic.oup.com/annweh/article/62/4/389/4956148

Session 10: Mid-Term Assessment.

Session 11: Defining Youth, Youth across cultures, Concerns and relevance of Youth
Psychology.
Description of the session: The module would introduce to the students how sociologists,
youth workers and policy-makers will all have their own different notions of what constitutes
young people and many of these understandings will be at variance with the ways that young
people see themselves (Mannheim, 1952). Similarly, writers document how conceptions of the
youth phase are historically and culturally specific.

Learning outcome:
After the completion of the session, students will be able to:
1. Gain an understanding about the role of culture in defining youth. Importance of
studying youth psychology in today’s context.

Essential Readings:
1. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.

Desired Reading:
 1. https://www.psychologytoday.com/us/blog/the-moment-youth

Session 12- Formulation of youth identity.

Description of the session: Identity formation, also known as individuation, is the

development of the distinct personality of an individual regarded as a persisting entity (known
as personal continuity) in a particular stage of life in which individual characteristics are
possessed and by which a person is recognized or known (such as the establishment of a
reputation).

Learning outcomes: After the completion of the session, the student will be able to:
1. Comprehend the important processes associated with identity formation and how it
leads to development of a distinct identity.

Essential readings:
1. Erikson, E.H. (1968). Identity: Youth and Crisis. Norton. New York.

Desired readings:
1. https://www.researchgate.net/publication/222165602

Session 13: Tutorial.

Session 15: Concepts of Identity: Multiple identities

Description of the session: Identity formation, also known as individuation, is the
development of the distinct personality of an individual regarded as a persisting entity (known
as personal continuity) in a particular stage of life in which individual characteristics are
possessed and by which a person is recognized or known (such as the establishment of a
reputation).

Learning outcomes: After the completion of the session, the student will be able to:
1. Comprehend the important processes associated with identity formation and how it
leads to development of a distinct identity.
Essential readings:
1. Erikson, E.H. (1968). Identity: Youth and Crisis. Norton. New York.
2. Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall.

Desired readings:
1. Baron, R.A., Byrne, D. & Bhardwaj (2010). Social Psychology (12th Ed). New Delhi:
Pearson.

Session 16-17: Family: Parent-youth conflict, sibling relationships.

Description of the session: Conflicts Among Youth is very common. Youth, as a distinct
social category, is largely a modern phenomenon. This stage in life is the outcome of the long
and ever-expanding period between childhood/adolescence, and work. This session will focus
on role of family and siblings in the lives of young people.

Learning outcomes: After the completion of the session, the student will be able to:
1. The nuances associated with the family and siblings in young people’s lives.
Essential readings:
3. Erikson, E.H. (1968). Identity: Youth and Crisis. Norton. New York.
4. Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall.

Desired readings:
2. Baron, R.A., Byrne, D. & Bhardwaj (2010). Social Psychology (12th Ed). New Delhi:
Pearson.
3. www.yourarticlelibrary.com/essay/conflicts-among-youth-in-india/39186

Session 18: Tutorials.

Session 19-21: Peer group identity, Friendships and Romantic relationships and Workplace
identity and relationships.
Description of the session: Peer groups contain hierarchies and distinct patterns of behaviour.
In a high school setting for example, 18-year olds are a peer group with 14-year olds because
they share similar and paralleled life experiences in school together.

Learning outcomes: After the completion of the session, the student will be able to:
1. Understand the significance of peer groups. They will further study the dynamics
behind friendships and romantic relationships.
2. Able to comprehend the importance of work in their lives and how work
relationships are formed and their significance in forming workplace identity.
Essential readings:
1. Erikson, E.H. (1968). Identity: Youth and Crisis. Norton. New York.
2. Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall.

Desired readings:
1. Baron, R.A., Byrne, D. & Bhardwaj (2010). Social Psychology (12th Ed).
New Delhi: Pearson.

Session 22: Intergenerational gap

Description of the session: A generation gap or generational gap is a difference of opinions
between one generation and another regarding beliefs, politics, or values. In today's usage,
generation gap often refers to a perceived gap between younger people and their parents or
grandparents.

Learning outcomes: After the completion of the session, the student will be able to:
1. Understand the concept of intergenerational gap and will be able to relate with it
within their daily lives.
Essential readings:
1. Erikson, E.H. (1968). Identity: Youth and Crisis. Norton. New York.
2. Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall.

Desired readings:
1. Baron, R.A., Byrne, D. & Bhardwaj (2010). Social Psychology (12th Ed). New Delhi:
Pearson.
Session 23: Mid-term assessment.

Session 24-26: Youth culture: Influence of globalization on Youth identity and Identity
crisis.
Description of the session: This session will describe the importance of the concept of youth
culture, how it is related to the concept of globalization and understand the concept of identity
crisis.

Learning outcomes:
After the completion of the session, students will be able to:
1. Develop an understanding on the effects of globalization on youth identity.
2. Become aware of different psychological and other psychosocial factors responsible for
identity crisis.
3. Understand current notion of youth culture.

Essential Reading:
1. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.
2. Baron, R.A., Byrne, D. & Bhardwaj (2010). Social Psychology (12th Ed). New Delhi:
Pearson.

Session 27-31: Youth and risk behaviours (Drug abuse, delinquency, sexuality & suicide
risk).

Description of the session: This session will describe the prevalence and the reasons behind
youth engaging in risk behaviors such as drug abuse, delinquency, sexuality and suicide risk.

Learning outcomes:
After the completion of the session, students will be able to:
4. Develop an understanding on the various reasons as to why youth engage in risk taking
behaviors.
 5. Become aware of different psychological and other psychosocial factors responsible for
maladaptive behaviors.
6. Understand current prevalence of different problems across the cultures.

Essential Reading:
1. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.

Desired reading:
1. Bansal, P. (2012). Youth in Contemporary India: Images of Identity and Social
Change. New Delhi: Springer

Session 32-33- Employment, education; Health and Body image; Youth in transition.

Description of the session: This session will focus on how employment can be beneficial for
youth by teaching responsibility, organization, and time management and helping to establish
good work habits, experience, and financial stability. The session will also try to understand
the relationship between health and body image and how it affects the psychological
functioning of youth.

Learning outcome:
After the completion of the session:
1. The students will be familiar with different perspectives on studying the relationship
between employment, body-image and health in young people.

Essential Readings:
1. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.

Desired reading:

1. Bansal, P. (2012). Youth in Contemporary India: Images of Identity and Social

Change. New Delhi: Springer.
Session 34: Tutorial: Presentations.

Session 35-36: Youth and sustainable social well-being.

Description of the session: This session will focus on the role of sustainability and well-
being in the lives of young people. It will further emphasize the need to study perceived
threats to well-being and how they can be tackled.

Learning Outcomes: After the completion of the session, the student will be able to:
1. Comprehend the importance of well-being and study various threats to sustainability
and well- being of young people.

Essential readings:

1. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.

Desired readings:

1. Tomé G., Matos M., Simões C., Diniz J.A., & Camacho I. (2012). How can peer group
influence the behavior of adolescents: Explanatory model. Global Journal of Health
Science, 4(2), 26-35.

Session 37-40: Developing Youth: Women Empowerment in the Indian Context.

Description of the session: This session will focus on understanding the idea behind
developing youth. This session will further elaborate on understanding the importance of
women empowerment in Indian context.

Learning Outcomes: After the completion of the session, the student will be able to:
 1. Comprehend the importance of developing youth and promoting empowerment. They
will further get an insight into the role of empowerment in Indian context.
Essential readings:
1. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.

Desired readings:

1. Bansal, P. (2012). Youth in Contemporary India: Images of Identity and Social

Change. New Delhi: Springer

Session 41-43: Encouraging Non-Gender Stereotyped Attitudes; Building Resources

(Optimism; Resilience)

Description of the session: This session will focus on why promoting and encouraging
Non-Gendered Stereotyped Attitudes is the need of today’s times. It will further help in
understanding the importance of building resources such as optimism and resilience.

Learning Outcomes: After the completion of the session, the student will be able to:

1. Comprehend the importance of building positive coping mechanisms and adopting a

sensitized perspective towards understanding gender.
Essential readings:

1. Cieslik, M. & Simpson, D. (2013). Defining youth. In Key concepts in youth studies
(pp. 2-8). London: SAGE Publications.

Desired readings:

1. Bansal, P. (2012). Youth in Contemporary India: Images of Identity and Social

Change. New Delhi: Springer

Session 44: Tutorial

7.Assessment Plan:
 Written /Oral Group/ Assessment- Weightage.
Individual Continuous,
Mid-term, End
term.
Continuous (20 Marks)
Assessment.

1. Oral Group Continuous 10 Marks

(Presentations) Assessment.
2. Written Individual 10 Marks.
(Assignment)

Closed Book Individual Mid-term 20 marks.

examination (Written) assessment
Closed Book Individual End term 60 Marks.
Examination Assessment
(Written)
Total-100
Marks.

Details of Assessment:
7.1 A) Component 1: Continuous Assessment: (20 Marks)
• Group: Presentations. (10 Marks): Student will give group presentations.
• Individual Assignments: (10 Marks): Students will write assignments.
7.2 B) Component 2: Mid Term: (20 Marks) Students will give closed book examination
7.3 C) Component 3: End-Term Assessment: (60 Marks) Students will give closed book
examination.

7.4 Rubrics -How will you score in Overall (Mid-term+ Continuous+ End-term) Assessment.
• 80% and above the answers are to the point, complete without errors and demonstrate
excellent understanding of the concepts
• 70% and above the answers contain minor errors, are unlikely to undermine the main
conclusions and demonstrate understanding of concepts
• 60% and above the answer contains errors that are unlikely to undermine the main conclusion
but the candidate has demonstrated the understanding of concepts required
• 50% and above the answers contain major errors and are likely to undermine the main
concepts but the candidate has shown initiative for possible explanations but inadequate
understanding
• 40% and above the answers suggests lack of understanding of the concepts
• Below 40% the answers suggest complete lack of understanding of the concepts and are
entirely out of context

7.5 Assessment Mapping with Learning Outcomes and PLG’S

Type Individual/Group Assessment Learning Outcome PLG's
Assessed
Continuous Individual/Group 20 LO1, LO2.LO3 PLG2,6
Assessment
Mid-Term Closed Book 20 LO3.LO4, PLG1,7
Examination.
End-Term Closed Book 60 LO2, LO5, LO6 PLG3,5
Examination.

8 Assessment Maps
Module Name A1 A2 A3 A4 A5
Youth, Gender and Identity. * * *

A1 – Individual Assignment A2 – Group Assignment A3 – Role Plays

A4 – Closed Book Examination A5 – Pairs Presentation

8.1 Teaching Map

This table shows main delivery methods which are used across module and its stages:

Module T1 T2 T3 T4 T5 T6
Youth, Gender and Identity. * * *
T1: Lectures T2: Seminar/ Tutorials T3: Live Projects & Presentations
T4: Case Discussion T5: Field Visits T6: Lab Session

8.2 Curriculum Map

Module Name PLG PLG PLG PLG PLG PLG PLG
Youth, gender and Identity 1 2 3 4 5 6 7
Taught ✓ ✓ ✓
Assessed ✓ ✓ ✓
Covered ✓ ✓ ✓

8.3 Program Learning Goals (PLG’s)

PLG1: An understanding of psychological concepts, appropriate techniques for the working
knowledge and application of psychology
PLG2. Demonstrate psychological information literacy, engage in innovative and integrative
thinking, interpret, design, conduct research and incorporate socio-cultural factors. in
scientific enquiry
PLG3. To apply ethical standards for evaluation in practice and counselling in order to build
credibility and enhance interpersonal relationships.
PLG4. Adoption of values that build the community at local, national and global levels
PLG5. To be able to apply psychological concepts and skills to career goals, exhibit self-
efficacy and self-regulation, demonstrate emotional intelligence for working in teams
and develop a meaningful professional direction for life.
PLG6. Be able to communicate and negotiate based on critical thinking and informed
judgment leading to problem-solving and decision-making skills.
PLG7. Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
environment
9. Module Readings Grid
Essential Title Topic No. of Shared/
Readings Pages Isolated
All topics Isolated
covered
1. Erikson, E.H. (1968). Identity: Youth and Crisis.
Norton. New York.
2. Helgeson, Vicki S. (2012). The psychology of
gender. Fourth edition. Pearson education.
USA.

3. Sarkar, S. and Price, R. (2016). Gender disparity

in India. PHI Learning. New Delhi.
4. Wharton, A.S. (2004). The Sociology of Gender:
An Introduction to Theory and Research.
Blackwell Publishing.
5. Baron, R.A., Byrne, D. & Bhardwaj, G. (2010).
Social Psychology (12th Ed). New Delhi:
Pearson.
6. Berk, L. (2013). Child Development. New York:
Pearson.
7. Brannon, L. (2017). Gender: Psychological
Perspectives (7th edition). New Delhi
Routledge.
8. Lips, H.M. (2014). Gender: The Basics.
Routledge.
9. Cieslik, M. & Simpson, D. (2013). Defining
youth. In Key concepts in youth studies (pp. 2-8).
London: SAGE Publications.

Desired 1. Bansal, P. (2012). Youth in Contemporary All topics Isolated

Readings covered
India: Images of Identity and Social Change.
New Delhi: Springer
2. Ghosh, B. (2011). Cultural changes and
 challenges in the era of globalization: The case
of India. Journal of Developing Societies, 27(2),
153-175.

Shared
Websites 1. Online resource:
https://www.pacer.org/bullying/resources/st
ats.asp
2. www.verywell.org