KANNUR & T]NIVERSITY

(Abstract)

Post Graduate Programmes under CBCSS in the Schools/Departrnents of University - Scheme,

Syllabus and Model Question Papers of M.Sc. Clinical and Counselling Psychology progftunme -
implemented w.e.f . 2020 Admission- Orders issued.

ACADEMIC C SECTION

AcadlC4l23560l20l9 Dated: 1 8.12.2020 --]

Read:-l. Minutes of the meeting of the Syndicate held on 26.10.2019, vide item No.
2019.676
2. U.O.No.ACAD C3 122373/2019. dated 08. 1 0.2020
3. U.O.No.Acad/C3 I 2237 3 1201 9, dated 1 2. 1 1.2020
4. Minutes of the meeting of Departrnent Council, School ofBehavioural Science
held on 17.1 1 .2020
5. Letter from the HoD, School ofBehavioral Sciences forwarding revised
Scheme,Syllabus & MQP of M.Sc. Clinical and Counselling Psychology-CBCSS
Programme

ORDER

1. The meeting ofthe Syndicate held on 26.10.2019 resolved vide paper read (1), to revise the
Scheme and Syllabus of all Post Graduate Programmes under Choice Based Credit Semester
System (CBCSS) in the Schools/Departments of University, with effect from 2020 admission.
2. Subsequently, the Curriculum Committee was reconstituted as per paper read (2) above to
monitor and co-ordinate the working of the Choice based Credit Semester System.
3. Accordingly, the Revised Regulations for the Post Graduate programmes under Choice
Based Credit Semester System (CBCSS) in the Schools/ Departments of the University were
implemented w.e.f. 2020 admission vide paper read (3).

4. Subsequently,the Department Council, School of Behavioral Sciences of the University, vide

paper read (4) above, approved the revised Scheme, Syllabus and Model Question papers of M.Sc.
Clinical and Counselling Psychology programme under CBCSS, for implementation w.e.f 2020
admission.

& Model Question papers of the M.Sc. Clinical and

5. Further, the revised Scheme, Syllabus
Counselling Psychology progr.rmme (CBCSS) prepared in line with the revised Regulations for
Choice Based Credit Semester System and duly scrutinised by the Subject expert, was forwarded
by the Head, School of Behavioral Sciences, vide paper read (5), for implementation with effect
from 2020 admission.
6. The Vice Chancellor after considering the matter in detail and in exercise of the powers of
ihe Academic Council conferred under section I I (1) Chapter III of Kannur (Jniversity Act 1996 ,
accorded sanclion to implemenl lhe Scheme, Syllabus and Model Question Papers of the M.Sc.
Clinical and Counselling Psychologt Programme under CBCSS, offered in the School
of Behavioral Sciences, Mangattuparamba Campus of the University with effect from 2020
alnrission, subjecl to reportin,q to the Academic Council.
7. The revised Scheme, Syllabus and Model Question Papers of the M.Sc. Clinical and
Counselling Psychology programme (CBCSS), with effect from 2020 arlmission are uploaded in
the University Website.(www,kannuruniversity.ac.in)

Orders are. issued accordingly.

sd/-
BALACTIA}IDRAN V K
DEPUTY RJIGISTRAR (ACAD)
For IIEGISTRAR

To: The Head, School of Behavioral Sciences

Mangattuparamba Oampus, Kannur - 670567

Copy To: l. The Examination Branch (through PA to CE).

2. PS to VC /PA to PVC / PA to R
3. DR / AR Y AR Il (Acad).
4. The Computer Programmer (for uploading in the Website)
5. SF / DF /FC

Forwrrdedlr By Order

sectMnnrcen
Appendix to U.O No.Acad/C4/23560/2019 dated 18.12.2020

M.Sc. Clinical and Counselling Psychology

(Choice Based Credit and Semester System)

2020 Admission onwards

SCHEME AND SYLLABUS

School of Behavioural Sciences,

Kannur University

Name of the Course : M Sc Clinical & Counselling Psychology

 M Sc Clinical & Counselling Psychology

Course Code : PSY

Eligibility : A degree in any subject. With 50 % mark
Intake 20
Duration : 4 semesters of six months each.

Introduction:

The M.Sc programme in Clinical and Counselling Psychology prepares students to be

scientist practitioners in the area of counselling and clinical psychology. The program
provides students with a firm foundation in both research and clinical skills and develops an
understanding and appreciation for the dialectical relationship between the scientific and
professional practice of psychology.

As an academic discipline, Counselling/ Clinical Psychology have bright prospects in the

contemporary world which is characterized by competition and mad race for existence. The
shortage of counsellors and the lack of awareness about the services offered by the field of
counselling/ clinical psychology makes it imperative to adopt a dynamic and pragmatic
instructional approach based on an advanced curriculum to attract and motivate students
on a large scale to join for courses which purports to the management of psychological
issues of different origin and nature.

Health problems associated with mental and physical diseases and disabilities ranging from
mild to severe are continuously on the increase. Clinical and counselling psychology is
emerging as an important discipline in the area of prevention and promotion of health care.
Knowledge and experience from various areas of bio-psycho-social sciences are
indispensable in health care delivery.

Aim:
The aim of this course is to train the students to function as a professional clinical counselor
in the area of mental health by developing competence in psycho-diagnostics,
psychotherapeutics and rehabilitation services, and to work towards promoting the well
being and quality of life of individual.

Objectives:
The course is organized as a two-year four-semester programme with essential theoretical
inputs and supervised clinical practice. On completion of the course the students are
expected to:

1. Maintain professional responsibility.

2. Work with psychosocial dimensions of mental and physical diseases to
undertake well targeted clinical counselling.
3. Work with community to promote health, quality of life and psychological
well being.

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 M Sc Clinical & Counselling Psychology

4. Learn to integrate and cooperate with colleagues of helping professionals in

other disciplines.
5. Develop skills in practice and research.
6. Learn to adhere to professional ethics.

Eligibility for Admission

Admission is offered to students who had completed and passed degree in any subject (3
years) from any Universities in India or abroad with a minimum of 50% mark.

Admission criteria

The selection of the candidate is based on the marks obtained in the entrance examination.

Entrance examination

Candidate has to undergo two hour written test consisting of 100 objective type questions.
There will be 50 questions on General Psychology, 20 questions each on general mental
ability, and objective English, and 10 questions on general knowledge and current affairs.
Distribution of marks is as follows.

Psychology : 50 Marks
Mental ability : 20 Marks
Objective English : 20 Marks
General Knowledge & Current affairs : 10 Marks
Total : 100 Marks
Psychology – Syllabus for entrance examination

Introduction to psychology, biological bases of behaviour, sensation and perception,

consciousness, learning, memory, Cognitive processes, human development, motivation and
emotion, intelligence, personality, abnormal behaviour, social behaviour, statistics and
psychology.

University Regulations:

Rules regarding admission, reservation, general pattern of examination, grading etc. are to
be followed as per the existing guidelines and regulations of Kannur University.

DETAILED COURSE CONTENT- SEMESTER 1

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 M Sc Clinical & Counselling Psychology

Sl Course Title of the Course Contact Marks Credits

No Code Hours /
week
L T/S P ESE CE Total
1 MSPSY01C01 PSYCHOLOGICAL PROCESS 4 1 - 60 40 100 4
2 MSPSY01C02 PERSONALITY AND PERSONAL 4 1 - 60 40 100 4
GROWTH
3 MSPSY01C03 BEHAVIOURAL PSYCHOMETRICS 4 1 - 60 40 100 4
4 MSPSY01C04 PSYCHOPATHOLOGY 4 1 - 60 40 100 4
5 MSPSY01C05 PRACTICAL – I PSYCHOLOGICAL 2 8 60 40 100 4
ASSESSMENT & FIELD WORK

Total 16 6 8 300 200 500 20

SEMESTER 2
Sl Course Title of the Course Contact Marks Credits
No Code Hrs / week
L T/S P ESE CE Total
1 MSPSY02E01/02/03 Elective Paper 1 4 1 - 60 40 100 4
2 MSPSY02E01/02/03 Elective paper 2 4 1 - 60 40 100 4
3 MSPSY02C06 CLINICAL PSYCHOLOGY 4 1 - 60 40 100 4
4 MSPSY02C07 COUNSELLING & GUIDANCE 4 1 - 60 40 100 4
6 MSPSY02C08 PROJECT WORK 2 8 60 40 100 4
Total 16 6 8 300 200 500 20

SEMESTER 3
Sl Course Title of the Course Contact Hrs Marks Credits
No Code / week
L T/S P ESE CE Total
1 MSPSY03C09 PSYCHOTHERAPEUTICS & 4 1 - 60 40 100 4
CLINICAL
PRACTICES
2 MSPSY03C10 RESEARCH METHODS IN 4 1 - 60 40 100 4
BEHAVIOURAL SCIENCES
3 MSPSY03E04/05/06 Elective Paper 3 4 1 - 60 40 100 4
4 MSPSY03C11 PRACTICUM 4 4 60 40 100 2
6 MSPSY03C12 PRACTICAL III – Personal 2 8 60 40 100 4
Growth And Self
Development Practices
Total 12 09 12 300 200 500 18

SEMESTER 4
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 M Sc Clinical & Counselling Psychology

Sl Course Title of the Course Contact Hrs Marks Credits

No Code / week
L T/S P ESE CE Total
1 MSPSY04C13 APPLIED SOCIAL 4 1 - 60 40 100 4
PSYCHOLOGY
2 MSPSY04E07/08/09 Elective Paper 4 4 1 - 60 40 100 4
3 MSPSY04E07/08/09 Elective Paper 5 4 1 - 60 40 100 4
4 MSPSY04O01 Under standing Human 4 1 - 60 40 100 4
Behaviour
5 MSPSY04C14 RESEARCH DISSERTATION 2 4 4 60 40 100 4
6 MSPSY04C15 VIVA VOCE - 1 - 100 -- 100 2
TOTAL 18 09 4 400 200 600 22

Marks: ESE – 1300 & CE - 800 Grand Total: 2100

Core Paper – 56 credits, Elective Paper – 20 Credits, Open elective - 4 credits

Total – 80 Credits

ELECTIVE COURSES

Semester Course Code Course Title Credit

MSPSY02 E 01 Life span Development 4
Semester 2 MSPSY02 E 02 Behavioural Neuroscience 4
MSPSY02 E 03 Health Psychology 4
MSPSY03 E 04 Community Psychology 4
Semester 3
MSPSY03E 05 Life skill education 4
MSPSY03E 06 Forensic Psychology 4
MSPSY04E 07 Environmental Psychology 4
Semester 4 MSPSY04E 08 Positive Psychology 4
MSPSY04E 09 Exercise Psychology 4

OPEN ELECTIVE COURSES

Semester Course Code Course Title Credit

Semester 4 MSPSY04O 01 Understanding 4

Human Behaviour

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Note: Elective papers/courses offered if any by other departments shall also be included in the
above list.

SCHEME OF EVALUATION

The evaluation of a course consists of two parts: Continuous Evaluation (CE) and End Semester
Examination (ESE). The total marks allotted for the theory papers shall be 100, with a maximum of
40% marks for continuous evaluation and 60% marks for the end semester examination. The
duration of the end semester examination for each paper shall be for 3 hours. The minimum mark
required for the successful completion of a course shall be 50 %

Examination of Theory Papers (Core, Elective & Open elective)

(End Semester Assessment ( ESA))
Question Pattern
Part Number of Questions Number of Total words Marks
to be answered choice Questions permitted
A 5 Short Notes 6 200 3x5=15
B 3 Short Essays 5 400 5x3=15
C 3 Essays 5 800 10x3=30
Total 16 60

Examination of Theory Papers (Core, Elective & Open elective)

(Continuous Assessment ( CA))

Sl No Criteria Percentage of marks Marks

1 Test paper 40% 16
2 Seminar Presentation 40% 16
3 Assignment 20% 08
100% 40

Minimum Marks for Pass

The minimum marks for a pass is 50% for each theory papers and an aggregate minimum of
50%.

*****

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M Sc
Clinical & Counselling Psychology

Credit & Semester System

First Semester
Scheme

Sl Course Title of the Course Contact Marks Credits

No Code Hours /
week
L T/S P ESE CE Total
1 MSPSY01C01 PSYCHOLOGICAL PROCESS 4 1 - 60 40 100 4
2 MSPSY01C02 PERSONALITY AND 4 1 - 60 40 100 4
PERSONAL GROWTH
3 MSPSY01C03 BEHAVIOURAL 4 1 - 60 40 100 4
PSYCHOMETRICS
4 MSPSY01C04 PSYCHOPATHOLOGY 4 1 - 60 40 100 4
5 MSPSY01C05 PRACTICAL – I 2 8 60 40 100 4
PSYCHOLOGICAL
ASSESSMENT & FIELD WORK

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Total 16 6 8 300 200 500 20

Core Course PSYCHOLOGICAL PROCESS
SEMESTER COURSE CODE HOURS/WEEK CREDIT EXAM

I MSPSY01C01 5 4 3 HOURS

Learning Outcomes

 Understand the learning based application in real life settings

 Explain the methods useful for experiments in sensation and perception
 Explain the theories of motivation and its applications
 Apply the principles, knowledge and skills related to sensation and perception
 Evaluate the role of higher cognitive functions and motivational aspects

Module 1: Perception 10 Hours

Introduction to perception- The perceptual process, methods to measure

perception, Introduction to the physiology of perception, Higher processes of
perceptual organization, Perception of motion, colour, depth and size, speech
perception, Perception of time. Constancy and illusions, Perceptual development.

Module 2: Nature of cognitive psychology 12 hours

Cognitive Psychology- Definition, History and theories, Concepts under Cognitive

Psychology, Research methods in Cognitive Psychology, Paradigms of Cognitive
Psychology. Brain-an overview- Structure, localization and lateralization of functions

Module 3: Higher cognitive functioning 18 hours

Physiology, theories, types and disorders and distortions: Attention, Memory,

Problem solving and creativity, reasoning, judgment and decision making; Cognitive
development through adolescence- Piagetian and non-Piagetian approaches,
individual, age related differences in cognition, gender related differences in
cognition, Cognitive patterns across cultures

Module 4: Motivation and learning principles 20 Hours

Defining motivation, meaning and sources of motivation, Extrinsic and intrinsic

motivation, physiological basis of motivation, Perspectives and theories: biological,
psychoanalytic, humanistic and cognitive approaches; Application of motivational
theories; Epistemology and learning theories: Thorndike, Skinner, Hull, Pavlov,

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Guthrie Bandura, Kohler, Tolman; Physiological basis of learning; Application of

learning theories and implications

REFERENCES:

1. Bower, G.H., & Hilgard, E.R. (1998). Theories of learning (5th ed.). USA: Prentice
Hall
2. Deckers, L. (2016). Motivation- Biological, Physiological and Environmental (4th
ed.). New York: Routledge publications
3. Galotti, K.M. (2014). Cognitive Psychology in and out of the laboratory (5th ed.).
USA: Sage publications
4. Goldstein, E.B. (2010). Sensation and Perception (8th ed.). USA: Wadsworth
publishers 5. Olson, M. H., & Hergenhahn (2015). Introduction to theories of
learning. NewYork: Routledge.
6. Schiffman, H.R. (2001). Sensation and Perception (5th ed.). USA: John Wiley &
Sons.
7. Sternberg, R.J., & Sternberg, K. (2012). Cognitive Psychology (6th ed.). USA:
Wadsworth publishers

Additional Reading:
• Anderson, J. R. (2010). Cognitive psychology and its implications (7th ed.). USA:
Worth Publishers
• Edwards, D. C. (1999). Motivation and Emotion- evolutionary, physiological,
cognitive, and social influences. London: Sage publications.
• Levitin, D.J. (2011). Foundations of cognitive psychology- core reading (2nd ed.).
Boston: Pearson education, Inc.

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Core Course PERSONALITY AND PERSONAL GROWTH

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

I MSPSY01C02 5 4 3 HOURS

Learning Outcomes:
 Understand the western and eastern perspectives in personality
 Explore Current status of Indian Personality Psychology.
 Differentiate ancient Indian perspectives on personality and modern view point
 Apply theoretical and Practical knowledge of personality for the assessment
purpose.
 Analyze the way in which personality explained by prominent theorist in
psychology.
 Analyze psychoanalytic, humanistic, existential, socio-behaviourstic and
cognitive personality theories

Module 1: Introduction 18 Hours

Personality: definition, ancient concepts of personality: Plato, Aristotle, Descartes,

Machiavelli. Trait and type theories: Sheldon, Hippocrates, Eysenck, Cattell. Historical
perspectives in personality. The scientific method in personality research. Approaches to
study Personality. Personality and Psychometric tests. Ethics in personality research.
Current trends and researches in personality psychology.

Module 2: Psychoanalytically oriented personality theories 12 Hours

Sigmund Freud and Psychoanalysis, Neo-Freudian and Post Freudians: Anna Freud, Klein,
Winnicott and Reich. Neo analytic Perspectives: Carl Jung’s analytical psychology. Harry
Stack Sullivan, Adler’s Individual psychology, Erich Fromm, Erik Erickson and the life
cycle, Murray, Horney’s Social and cultural psychoanalysis.

Module 3: Humanistic, Socio- Behaviouristic and cognitive perspectives 20 Hours

Maslow’s self-actualization. Roger’s person centered theory. Transpersonal psychology.

Rollo May, Victor Frankle and Existential psychology. The classical conditioning of
personality. The radical behaviourism: Skinner. Bandura’s Social Cognitive Learning
theory. Kelly’s Personal Construct theory. Julian Rotter. Kurt Lewin. Solomon Asch.

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Module 4: Eastern Perspectives in Personality 10 Hours

Ancient Indian perspective on personality. Yoga, Zen, and Buddhist perspectives, Sufism
and the Islamic tradition, Concepts of Krishnamurthy and Osho. Current status of Indian
Personality Psychology.

References:

1. Ellis, A., Abrams, M., and Abrams, L. D. (2009). Personality theories,- Critical
Perspectives. New Delhi: Sage Publications
2. Ewen, R. B., (2010). An Introduction to Theories of Personality (7th ed.). York:
Psychology Press.
3. Fadiman, J., & Frager, R. (2005). Personality and Personal Growth (6th ed.). New
Jersey: Prentice Hall
4. Friedman, S. H., &Schustack, W. M. (2012). Personality: classic theories and
modern research (5th ed.). USA: Pearson education pt ltd.
5. Kuppuswamy,B. (2001). Elements of Ancient Indian Psychology. New Delhi, Konark
Publications.

Additional Reading:

1. Anastasi, A., & Urbina, S. (2005). Psychological testing (7th ed.). New Delhi:
Prentice hall,Inc.
2. Hall, C .S.,Lindzey, G., & Campbell, J. B.(2007). Theories of Personality. (4th ed.).
New York:John Wiley and Sons Inc.
3. Ryckman, M. R. (2000). Theories of personality (7thed.). Australia: Thomson
wadsworth.

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Core Course BEHAVIOURAL PSYCHOMETRICS

SEMESTER COURSE CODE HOURS/WEEK CREDIT EXAM

I MSPSY01C03 5 4 3 HOURS

Learning Outcomes:

 Understand the scientific basis of psychological testing and ethics of psychological

testing,
 Acquire scientific base and application in Behavioural Psychometrics
 Explain the psychological tests such as intelligence tests, Personality Inventories,
Interest scales, attitude scales and its uses.
 Analyze, select and to conduct inferential & descriptive statistical methods in
Psychology
 Evaluate scientific base, application and opportunities in Behavioural Psychometrics
 Develop skills in analyzing and interpreting quantitative data using soft wares
 Design standard psychometric tests.

Module 1: Psychological Scaling & Sampling 12 Hours

Psychometrics. Scales of psychological measurement- Nominal, ordinal, interval, and
ratio scales. Psychological scaling methods of Thurstone, Likert and Guttman. Population
and sample. sample size, sample frame, sampling techniques and sampling error.
Probability and non-probability sampling
Module2: Intelligence and Personality test 14 Hours

Types of intelligence tests and examples, Pre School assessment, Testing Special
Population, Culture fair tests. Need and significance of Personality assessment,
Projective Techniques- Clinical use of Rorschach Ink blot test and TAT, Personality
Inventories and self report measures, Other assessment techniques: Interest and
attitude scales and opinion surveys .

Module 3: Test Construction, Application & Ethics of Psychometrics test 16 Hours

Planning, Item writing, Item analysis- Item difficulty, Item discrimination and Inter-item
Correlation, Test norms: types of norms, development of norms, standardization
procedure, Percentile & Percentile ranks, manual preparation, revising tests,
Classification and characteristics of Reliability and Validity.Applications of Psychological

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testing in clinical, organizational and business, educational, counselling, military, police,

law, and career guidance settings, Ethical Issues in Psychological Testing: International
guidelines and challenges of cultural applications

Module 4: Descriptive and Inferential Statistics 16 Hours

Measures of Central Tendency: Mean, median, mode. Measures of Dispersion: Range,
quartile deviation, mean deviation, standard deviation, variance and Co-efficient of
variation. Concept of correlation: Linear, Pearson product moment, Spearman’s rank
order, Scatter diagram. Concept of Regression, Regression coefficients. Interpretation of
correlation and regression analysis. Concept of probability, Characteristics of Normal
probability Curve, skewness and kurtosis. Parametric and non-parametric test, t-test,
the independent samples t-test, the dependent sample t-test, one-way and two-way
ANOVA, MANOVA, and Post-hoc tests. Non-parametric tests: Mann- Whitney U test,
Wilcoxon signed rank test, Friedman test and Kruskal Wallis test. Interpretations of
parametric and non-parametric tests. SPSS for analyzing and interpreting data

REFERENCES
1. Anasthasi, A. & Urbina, S. (2016). Psychological testing(7th edition).Boston: Pearson.
2. Gregory, R.J. (2017). Psychological testing: History, principles and applications (7th
edition).Boston: Pearson.
3. Kaplan, R. M., &Sacuzzo, D. P (2012) Psychological Assessment and Theory: Creating
andUsing Psychological Tests (8th edition). USA: Westview press
4. Malec, M.A. (2012). Essential Statistics for Social Research (2ndedition).Jaipur: Rawat
Publications.
5. Gravetter, F.J. &Wallnau, L.B.(2013).Statistics for the Behavioral Sciences(9th
edition).USA: Wadsworth.
6. Gliner, J. A., & Morgan, G. A. (2000). Research methods in applied settings: An
integrated approach to design and analysis (3rd edition) . New York: Routledge.

ADDITIONAL READING
1. Howell, D. C. (2012). Statistical methods for psychology (8th ed.). Duxbury,
USA: Wadsworth.
2. King,B. M. (2012).Statistical Reasoning in the Behavioural Sciences, (6th
ed). New York: Wiley.
3. Groth-Marnat, G. & Wright, A.J. (2016). Handbook of psychological
assessment (6th ed).New York: John Wiley.

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Core Course PSYCHOPATHOLOGY

SEMESTER COURSE CODE HOURS/WEEK CREDIT EXAM

I MSPSY01C04 5 4 3 HOURS

Learning Outcome:
 Understand the concept of normality and abnormality of the human behaviour
 Acquire the working knowledge of bio-psycho-social model to Psychological disorders
 Explore skills required for categorizing prominent psychological disorders and other
child hood & adolescent disorders
 Differentiate manifestations of psychopathology
 Apply DSM Classification of disorders for differentiating psychological disorders
 Conduct mental status examination to understand psychopathology in detail
 Evaluate the causative factors and symptoms involved in various psychopathology.
 Develop mastery of skills required for psychopathological formulation.

Unit 1: Introduction to Psychopathology 12 Hours

Concept of normality and abnormality; clinical criteria of abnormality. DSM and ICD. Continuity
(Dimensional) versus discontinuity (categorical) and prototype model of psychopathology.
Classification of psychiatric disorders, evolution of abnormal psychology; Mental health and
mental illness: medical model and concept of disease, Causes & Perspectives of Abnormal
Behaviour: Biological, Psychodynamic, Behavioural, Cognitive, Humanistic, existential and Cultural
Perspectives.

Unit 2: Understanding Disorders 16 Hours

Mental Status Examination: Signs and symptoms, Disorders of perception, disorders of thought
and speech, disorders of memory, disorders of emotion, Disorders of experience of self, disorders
of consciousness, motor disorders, personality disorders, defences and distortions

Unit 3: DSM Classification of Disorders 18 Hours

Anxiety disorders, mood disorders, suicide, somatoform and dissociative disorders, sleep
disorders, eating disorders, Schizophrenia, Delusional disorders, Personality disorders, Substance
related disorders, Human sexuality - Sexual dysfunction and Paraphilia – causes, symptoms,
types,theories and models

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Unit 4 Disorders of childhood and adolescence 14 Hours

Separation anxiety and childhood depression, Elimination disorders, and communication

disorders, Mental retardation, learning disorders, Attention deficit disorder, disruptive behaviour
disorders, Tic’s disorder, Pervasive developmental disorders: Autistic Spectrum disorders:-causes,
symptoms, types theories and models

REFERENCES

1. Casey, P., & Kelly, B. (2019). Fish's clinical psychopathology: signs and symptoms in
psychiatry. Cambridge University Press.
2. Blaney, Krueger, and Millon (2014) Oxford Textbook of Psychopathology (3 rd Edn) Oxford
press.
3. David Sue, Derald Wing Sue, and Stanley Sue (3rd edition) Essentials of Understanding
Abnormal Behavior. Wordsworth cenegage learning. CA,USA
4. Paul Bennett (2nd edition) Abnormal and Clinical Psychology: An introductory text Book. Tata
McGraw Hill Education Private Limited, New Delhi
5. William C. Cockerham (2016) Sociology of Mental Disorder (9 th Edition) Routledge, USA.
6. Arnold H. Buss (1966) Psychopathology John Wiley & Sons Inc
7. Kapoor, M. (1994). Mental Health of Indian Children. New Delhi: Sage.
8. Sharma, S. (1990) Mental Hospitals in India, New Delhi: Directorate General ofHealth
Services.
9. Gelder, andreasen and Lopez – Ibor Jr (2005) New Oxford text book of Psychiatry Volume
1 &2. Oxford University press.
10. Walker and Roberts (2001)Hand book of Clinical Child Psychology (3rd Edn) John Wiley &
Sons, Canada
11. Magnavita (2004) Handbook of personality disorders. John Wiley & Sons, Canada
12. Robert Weis (2008) Introduction to abnormal child and adolescent Psychology. Sage
Publications, Inc.
13. Arkowitz, Miller and Rollnick (2015) Motivational Interviewing (2nd edn) Guilford pres

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Core Course PRACTICAL-I PSYCHOLOGICAL ASSESSMENT & FIELD WORK

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

I MSPSY01C05 8 4 3 HOURS

Learning Outcome

 Apply theoretical knowledge into practical assessment process

 Conduct power point presentation to master professional skills for self development
 Conduct case study for developing professional competencies to analyze human
behaviour in a scientific method
 Evaluate scientific base, application and opportunities in Psychological assessment
 Develop computer usage skills for accessing e resources.

Paper contains two sections. Part one focusing on psychological assessment and part two on
field work.

Section 1- Psychological assessment

A minimum of 15 tests from the given list are to be conducted and documented during
the semester. Tests from the same areas can be substituted. Report of each practical
should contain introduction, aim, method, result, discussion, conclusion and references in
APA Format.

Unit 1: Assessment of ability and aptitude

a. Assessment of intelligence: Wechsler Scales of Intelligence (Adult/Children) WISC,
WAIS, WAPIS, MISIC, Bhatia, Binet Kamat Test, Seguin Form Board, Progressive
Matrices
b. Assessment of Creativity : Passi test of creativity
c. Assessment of Aptitude: General Aptitude Test Battery, Differential Aptitude Test
d. Assessment of Achievement test
e. Assessment of Interests: Strong Interest Inventory

Unit 2: Assessment of Personality

a. Measures of personality: MBTI, 16 PF, MMPI, EPQ
b. Personality assessment in Work Setting: NEO‐PI‐3
c. Projective Tests: Sentence Completion Test

Unit 3: Assessment in other related areas

a. Assessment of Emotions: BDI‐II, Emotion Intelligence Test
b. Assessment of Health: General Health, Mental Health, Quality of Life, Childhood
Autism Rating Scale, Adjustment inventory, State-Trait Anxiety inventory
c. Assessment of Neuropsychological functioning: BGT, NIMHANS battery

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d. Assessment of Motivation: Motivational Analysis Test

a. Vineland Social Maturity Scale

Unit 4: Computer and online based assessment and testing

a. Personality
b. Intelligence
c. Aptitude

Three experiments will be provided to a candidate during the examination of which the
student can choose two. One test for administration, data collection, and for preparing
the report and the other for the viva voce examination.

Note : The experiment should be designed by the teacher concerned . The design can be
changed or altered for subsequent batches. An experiment or a psychological test can be
substituted with another one of similar purpose by the teacher concerned at the instance
of unavailability of a particular test or equipment.

Part 2: FIELD WORK

Students are required to submit a report of 5 clinical cases from a hospital or professional
setting. The evaluation will be done by the supervising teacher.

End Semester Examination ( External )

The external evaluation of the practical examination should be done at two levels. There
will be three questions of which the student can choose (a) one for conducting the
experiment and another (b) one for viva voce. Distribution of marks is as follows.

Psychological Tests Marks Total Marks

a. Testing
Instruction & Procedure 10
Conducting 10
Result & Discussion 05 60
b. Viva & Record 20
c. Case study 15
Continuous Evaluation (Internal)

Out of the total 40 marks, 20 mark for practical and 20 marks for the case studies. The
evaluation of performance will be based on the performance in the practical sessions.
Punctuality, administration of the tests and interpretation of results etc should be
considered for evaluation. The field work submission should be made to the supervising
teacher who will evaluate the case studies/clinical practice reports by allotting marks out
of 20. Skills, Interest and other personal qualities in the fieldwork should be considered in
evaluation.

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 M Sc Clinical & Counselling Psychology

M Sc
Clinical and Counselling Psychology

Credit & Semester System

Second Semester
Scheme

Sl Course Title of the Contact Marks Credits

No Code Course Hrs / week
L T/S P ESE CE Total
1 MSPSY02E01/02/03 Elective Paper 1 4 1 - 60 40 100 4
2 MSPSY02E01/02/03 Elective paper 2 4 1 - 60 40 100 4
3 MSPSY02C06 CLINICAL PSYCHOLOGY 4 1 - 60 40 100 4
4 MSPSY02C07 COUNSELLING & 4 1 - 60 40 100 4
GUIDANCE
6 MSPSY02C08 PROJECT WORK 2 8 60 40 100 4

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 M Sc Clinical & Counselling Psychology

Total 16 6 8 300 200 500 20

Core Course CLINICAL PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

II MSPSY02C06 5 4 3 HOURS

Learning Outcomes:
 Demonstrate familiarity with scientific, ethical, legal, and practice-oriented issues in
the field
 Gain practical exposure on the assessment in the context of Clinical psychology.
 Build skill in assessment, diagnosis and planning of treatment based on mental
health issues.
 Develop effective professional relationships with the people they interact with
professionally;
 Employ theories of psychopathology in clinical circumstances

Module 1: Introduction to Clinical Psychology and assessment 18 Hours

Defining clinical psychology- definition, education and training, professional activities and
employment settings, how are clinical psychologist differ from others; Cultural and
Ethical aspects and Issues in Clinical Psychology; conducting research in clinical
psychology. Classification of abnormal behavior: DSM and ICD; Diagnosis and
Classification issues, Clinical Interview and Clinical assessment - components and basic
skills; intellectual and neurological assessment, personality assessment and behavioural
assessment

Module 2 : Disorders and treatment- 22 Hours

Clinical treatment and rehabilitation of disorders: Generalized anxiety, phobias,

obsessive compulsive, panic, depression, post-traumatic stress disorder, eating disorders,
dissociative disorders, somatoform, personality disorders, nonorganic sleep disorders,
impulse control disorders. Schizophrenia, Delusional disorders, Mood disorders Organic
mental disorders of dementia, delirium and due to brain damage

Module 3: Disorders of childhood and adolescence 10 Hours

Clinical treatment and rehabilitation of disorders: Disorders of childhood and

adolescence: Hyperkinetic, conduct, anxiety, elimination disorders, learning,
communication and co-ordination disorders, Autism, Mental retardation

Module 4 : Clinical psychology in India 10 Hours

Growth of mental hospitals in India, Culture-bound syndromes in India, Eastern and

Western perspectives on mental health. Current controversies and issues of clinical
psychology
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 M Sc Clinical & Counselling Psychology

REFERENCES
1. Hecker,J.E., & Thorpe,G.L. (2005). Introduction to clinical psychology: Science,
practice, and ethics (Low Price Edition). Delhi: Pearson Education.
2. Ahuja. N. (2011). A short text book of psychiatry. (7th ed.) . New Delhi: Jeypee
publishers 3. Hoeksema, S.N(2004). Abnormal psychology(3th ed).NewYork:
McGraw Hill.
4. Horwitz, A.V & Scheid, T.L. (2006). Handbook for the study of mental health -
social contexts, theories and systems. USA: Cambridge university press
5. Kaplan, H.I. & Sadock,B. J. (1998). Synopsis of psychiatry- behaviour sciences and
clinical psychiatry.New York. Lippin Cott William and Williams
6. Trull,T.J., & Phares,E.J. (2001). Clinical psychology: Concepts, methods, and
profession (6th ed.). Belmont,CA: Wadsworth/Thomson Learning
7. Keaeney, C, A & Trull, T, J (2012). Abnormal psychology and life- a dimensional
approach. Delhi: cengage learning.
8. Pomerantz, A. M. (2008).Clinical Psychology-Science Practice & Culture. New
Delhi: Sage Publication ADDITIONAL READING
9. Barlow, D. H & Durnad, V, M(2009). Abnormal psychology- an integrative
approach (5th ed.) USA: wardswoth cengage learning
10. Carson, R.C; Butcher, N. & Mineka, S.(2007), Abnormal Psychology and Modern
Life(13 th ed). Delhi: Pearson Education
11. Sarasan,I .G.& Sarasan, B. R. (2002) Abnormal Psychology – The Problem of
Maladaptive Behaviour (10th ed.).New Jersey: Prentice Hall.
12. American Psychiatric Association. (2013). Diagnostic and statistical manual of
mental disorders (5 th ed.). Washington, DC World Health organization (2018) ICD 11.

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 M Sc Clinical & Counselling Psychology

Core Course COUNSELLING & GUIDANCE

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

II MSPSY02C07 5 4 3 HOURS

Learning Outcomes:

 Demonstrate familiarity with scientific, ethical and legal practices in Counselling and
Guidance.
 Developing in-depth knowledge, expertise and couselling skills.
 Evaluate counselling strategies and techniques based on major theories and identify one’s
own area of interest
 Explain creative arts in counselling and the process thereby develop interest in applying
creative arts in counseling profession.
 Develop counseling skills to become an effective counselor.
 Develop as a counselor who cares for the ethical aspects and thereby respect the client’s
dignity

Module 1: Introduction to Counselling and Guidance 12 Hours

Emergence and growth of Guidance and Counselling, Function, Scope and Related fields
of Guidance and Counselling, Characteristics and Classification of Guidance,
Fundamental percepts of Effective Counselling, Characteristic of Effective Counselors,
Counselling process, stages and skills required.

Module 2: Counselling based on the major Psychological theories 16 Hours

Skills and techniques used in: Psychodynamic counseling, Humanistic and

phenomenological counseling, Gestalt counseling, Transactionalanalysis, Behavioural
and Cognitive behavioural approaches, Post modern approaches inCounseling.

Module 3: Counselling and Guidance -Special approaches and settings 18 Hours

Group in counseling and Guidance, Guidance and Counselling in Educational setting,

Career Guidance and counseling, Marriage and family counseling, Counseling children
and adolescents, counseling for women empowerment, Counselling for legal offenders,
Mental health counseling, Abuse, addiction and disability counseling,

Module 4: Creative arts , ethical and legal aspects of counseling 14 Hours

History, benefits and rationale of using arts in counseling, music in counseling, dance and
movement in counseling, imagery and counseling, visual arts and counseling, literature
School of Behavioural Sciences, Kannur University Page 22
 M Sc Clinical & Counselling Psychology

and arts in counseling, drama and counseling, play and humour in counseling, trends in
using creative arts in counseling, Ethical principles of counseling, codes and guidelines,
issues and dilemmas, Status of guidance and counseling movement in India

REFERENCES:
1. Amis, K. (2011). Becoming a counselor- A student companion. UK:Sage books
2. Gladding T.S. (2016). The creative arts in Counselling (5th ed.). USA: American
Counselling Association
3. Gladding, T.S. (2011). Counseling: A comprehensive profession. (6th ed.). India: Dorling
Kindersley.
4. Hough, M. (2012). Counselling Skills and theory (3rd ed.). UK: Hodder Education
5. Nystul, M.S. (2011). Introduction to Counselling-An art and Science Perspective (4th
ed.). London: Pearson Education
6. Rao, N.S., & Sahajpal, P. (2013). Counselling and Guidance (3rd ed.). New Delhi:
Mc.Graw Hill education
7. Sharma, R.N., Sharma R. (2004). Guidance and Counselling in India . New Delhi: Nice
Printing Press.
Additional Reading
1. Nayak, A.K. (2007). Guidance and Counselling. New Delhi: A P H Publishing
Corporation
2. Neukrug, E. (2012). Counseling theory and practice. India : Cengage learning.
3. Kottler, J.A., & Shepard, D.S. (2008). Counseling- Theories and practices. India:
Cengage Learning

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 M Sc Clinical & Counselling Psychology

Core Course PROJECT WORK

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

II MSPSY02C08 2 4 3 HOURS

Project Work

This provides practical application of their understanding in scientific methodology, and

also includes specific objectives like conducting observation among clients background,
collecting and analyzing data from a wide range of sample, systematically planning their
research methodology ,developing skills needed to be an interviewer or trainer of
interviewers, analyzing a descriptive data, conducting various kinds of case studies and
case analysis and developing and standardization of tests, questionnaires and inventories.
Above mentioned field works have to be done by the students individually, except test
construction under the guidance of respective faculty members.

Systematic Observation
In this the students have to conduct a minor study in which systematic observation
should be adopted as the method of data collection. Any of the behavioural variables
have to be observed by the student and the data be discussed. The method of
observation and its practical application among the sample have to be studied to develop
a skill in scientific observation.

Interview
A psychologist should possess skill in interviewing. In this field experiment, the students
have to conduct a minor level study in which interview should be adopted as the method
of data collection. Any of the relevant behavioural variables have to be studied through
this method. Different kinds of interview, its practical applications etc. should be known
to the student along with their skill development in interviewing and to be a trainer of
interviewing.

Content Analysis

In this students should develop a skill in analysing content of data collected. For this the
students have to do practical sessions for analyzing the contents of written, printed vocal,
or picturized data. A minor level study can be planned with this purpose and analysis can
be conducted. This can be with a purpose of identifying a particular factor/variable or
with a general analysis aim.

Test Construction
This is a group work. The student group have to develop a test in Psychology and
standardize with the help of a supervising teacher. The selection of the variable can be
according to the areas of interest of the teacher and the students.

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 M Sc Clinical & Counselling Psychology

All the field experiments have to be presented in the class and it has to be submitted as a
written record to the Head of the Department, in double copy, before 2 nd semester written
examination. One copy will be returned to the student after valuation, whereas the other
copy will be retained in the department library, as the academic work conducted there.
Student may publish the study with the guide, if necessary, when the course is over.

Institutional Visits

In addition, the students are required to make a scheduled visit to institutions of

academic and professional psychology accompanied by a supervising teacher.
Arrangements should be made for lecture/demonstration in each institution. Students
should make a brief report about the knowledge and experience gained through the
visits. The report will be evaluated by the accompanying teacher. The students are
expected to visit a minimum of such five institutions.

NB: The project report submitted has to include the study reports conducted using
systematic observation, interview, content analysis, test construction and institution
visit. Reports without the reports of the five area will not be evaluated.

Valuation criteria

The Project work carries 90 marks for the end semester assessment (external evaluation)
and 60 marks for continuous assessment (internal evaluation). The mark distribution for
the project work is based on the following allocation.

External Evaluation

Sl.No Details Marks Total Marks

1. Viva Observation 10
Interview 10
Content 10
Analysis 60
Test 10
Construction
2. Report 20
Internal Evaluation

Sl.No Details Marks Total

Marks
1. Observation 5
2. Interview 5
3. Content analysis 5 40
4. Test construction 5
5. Institution visit 20

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 M Sc Clinical & Counselling Psychology

M Sc
Clinical and Counselling Psychology

Choice Based Credit Semester System

Third Semester
Scheme

Sl Course Title of the Contact Hrs Marks Credits

No Code Course / week
L T/S P ESE CE Total
1 MSPSY03C09 PSYCHOTHERAPEUTICS & 4 1 - 60 40 100 4
CLINICAL PRACTICES

2 MSPSY03C10 RESEARCH METHODS IN 4 1 - 60 40 100 4

BEHAVIOURAL SCIENCES
3 MSPSY03E04/05/06 Elective Paper 3 4 1 - 60 40 100 4
5 MSPSY03 C11 PRACTICUM 4 4 60 40 100 2
6 MSPSY03 C12 PRACTICAL III – PERSONAL 2 8 60 40 100 4
GROWTH AND SELF
DEVELOPMENT PRACTICES
Total 12 09 12 300 200 500 18

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 M Sc Clinical & Counselling Psychology

Core Course PSYCHOTHERAPEUTICS & CLINICAL PRACTICES

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

III MSPSY03C09 6 4 3 HOURS

Learning outcomes

 Understand the therapeutic relationship and other factors influencing relationship.

 Awareness of critical and ethical issues associated with psychotherapy
 Understand the recent developments in Psychotherapy
 Develop mastery of culture, gender, and diversity in psychotherapy.
 Acquire the practical skills in the area of psychotherapy

Unit 1: Psychotherapy 15 Hours

Defining psychotherapy, Therapeutic Relationship – client and therapist characteristics,

techniques and other factors influencing relationship. Ancient views and treatments,
Elements of culture, gender, and diversity in psychotherapy, future of psychotherapy-
twelve emerging directions in psychotherapy, Current controversies in clinical
psychology- prescription, evidence based treatment, payment methods, and influence
of technology

Unit 2: Psychodynamic and Behavior therapy 10 Hours

Psychoanalytic Psychotherapy: Theoretical roots, therapeutic technique, effectiveness

and criticisms of psychoanalysis, Behaviour therapy: historical foundations, behaviour
modification techniques, Supportive therapy, Psycho education

Unit 3: Cognitive and Humanistic and other psychotherapeutic therapies 15 Hours

Cognitive therapy- Aron beck, important theoretical concepts and techniques, REBT:
Albert Ellis’s Cognitive therapy; Metacognitive therapy, Person centered therapy-
theory, therapeutic relationship and process; Existential therapy; Gestalt therapy,
Transactional Analysis, Basic concepts of Music therapy, Hypnotherapy, and Art
therapy- theorists, theoretical foundations and techniques and applications

Unit 5: Recent Developments and modern approaches to Psychotherapy 20 Hours

Positive Psychotherapy, Mindfulness based therapies – MBSR, Mindfulness based

Cognitive Therapy (MBCT), dialectical behaviour Therapy (DBT), Acceptance and
Commitance Therapy, Cyber therapy Multimodal therapy, constructivist approach–
narrative therapy & Solution focused therapy, Gender sensitive therapies, Multicultural
therapies, Reality therapy, logo therapy- theorists, theoretical foundations and
techniques and applications

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 M Sc Clinical & Counselling Psychology

References

1. Capuzzi, D. & Gross, G.R. (2007). Counseling and psychotherapy. Theories and
interventions. (4th ed.).New Jersy : Pearson Education, Inc.
2. Corey, G. (2005). Theory and Practice of counseling and psychotherapy (7th ed.).
United States of America : Thomson learning,nc
3. Jena, S. P. K. (2008). Behavior Therapy – Techniques, Research and Applications.
New Delhi: Sage publications.
4. Pomerantz, A.M. (2008). Clinical psychology – science Practice and culture. New
Delhi: Sage Publications.
5. Prochaska,J. O., & Norcross, J. C. (2010). Systems of Psychotherapy – A
Transtheoretical Analysis (7th ed). USA: Brooks/Clole Core Course
6. Seligman, L & Reichenberg, L.W. (2014). Theories of Counselling and
Psychotherapy- Systems, Strategies & Skills (4th ed.). New Delhi: PHI Learning Pvt
Ltd

Additional reading

1. Comer, R.J. (2004). Abnormal Psychology (4th ed.). New York: Worth publishers.
2. Corson, R,C., Butcher, J. N. & Mineka, S. (2000). Abnormal psychology and
Modern Life. New Delhi: Person Education Pvt ltd.,
3. Day, S.X. (2008). Theory and Design in counseling and psychotherapy (2nd
ed.).New York: Honghton Mifflin company
4. Gilroy, A. (2006). Art therapy, Research and Evidence – based practice. New
Delhi: Sage Publications.
5. Hoshmind, L . T . (Ed.). (2006). Culture psychotherapy and Counseling – Critical
and Integrative perspectives. New Delhi: Sage publications.
6. Nelson – Jones, R. (2001). Theory and practice of Counselling and Therapy.
London: Sage publications

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 M Sc Clinical & Counselling Psychology

Core Course RESEARCH METHODS IN BEHAVIOURAL SCIENCES

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

III MSPSY03C10 5 4 3 HOURS

Learning Outcomes:

 Understand scientific foundation in behavioural research, step by step research procedures

and report writing.
 Differentiate qualitative and quantitative research method and to conduct data analysis and
report writing based on each methods
 Explain scientific foundation in behavioral research and types of research used in psychology
 Conduct a research project following ethical principles.
 Develop skills to create a good research proposal
 Design and develop socially relevant topics for psychological research.

Module 1: Foundations of research methods 14 Hours

Meaning, purpose and dimensions of research.Types of research- fundamental, applied, action

researches.Field studies, laboratory experiments,pseudo experiment, quasi experiment and
expost facto research. Quantitative and Qualitative Research, Experimental and
Nonexperimentalresearch. Place of Research in clinical psychology, Development of research
question, importance and characteristics of good research questions, Crafting of research
proposal: role and elements of proposal, writing acceptable proposals, key aspects of proposal
planning and organisation of details, obstacles & challenges,

Module 2: Fundamentals of research 14 Hours

Review of literature: Review of related studies and Theoretical review, Importance, sourcing
relevant literature, and managing the literature. Meaning, characteristics and importance of a
hypothesis, Types of hypothesis, Errors in Hypothesis testing and formulation of Hypothesis.
Meaning and types of variable, Consideration in the selection of variables and Control of
extraneous variables. Selection of Population and Sample. Data collection: observational
methods, surveys, questionnaires, interviewing methods, case study method, and psychometric
tests.

Module 3: Quantitative research designs 16 Hours

Meaning, purpose and criteria of research design. basic principles in Experimental Designs. Types
of Experimental designs: Within-group designs, two-group, multi-group, factorial designs , Small-
N designs, Within subject and between subject designs. Single case experimental design and
small pilot trial designs, randomized and controlled trial in intervention studies, Sources of error
variance and its management in the various types of experimental designs, virtual environment
in clinical psychology research. Designing, conducting and evaluating therapy process research.

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 M Sc Clinical & Counselling Psychology

Module 4: Qualitative research 16 Hours

Introduction to some important methods: Ethnography, grounded theory, narrative inquiry, and
phenomenological inquiry.Various methods of collecting qualitative data: participant
observation, interviewing, life history and oral history, documents, diaries, photographs, films
and videos, conversation, texts and case studies. Qualitative data analysis: Codes, Different
types of coding, Memos, Themes, Diagrams. Analysis methods: Meta-analysis, Thematic analysis,
Qualitative Content Analysis, Narrative analysis, Discourse analysis, Conversation analysis, Visual
analysis. Role of empathy and reflexivity in qualitative data analysis. Quality and rigour in
qualitative research. Text interpretation and writing qualitative research.Guidelines and rules in
both qualitative and quantitative academic research report writing, APA Guidelines, specific
guidelines pertaining to in-text citations and reference,plagiarism, biases and frequent errors.
Ethical Problems in Behavioural Research, Deception, Full disclosure, Anonymity and
Confidentiality of research, Protecting the welfare of Animal subjects. Future of clinical
psychology research

References
1. Kothari, C. R. & Garg, G. (2018). Research Methodology: Methods and techniques( 4th
ed.). New Delhi: New Age International Publishers.
2. O’Leary, Z. (2017). The essential guide to: Doing your research project (3rd ed.). Los
Angeles: Sage.
3. Myers, A., & Hansen, C. (2011). Experimental Psychology (7th ed.). Australia: Wadsworth.
4. Coolican, H. (2014). Research Methods and Statistics in Psychology. (6th ed.). New York:
Psychology Press.
5. Denicolo, P. & Becker, L. (2012). Developing Research Proposals (success in
research).New Delhi: Sage.
6. Flick, U. (2017). Introduction to Qualitative Research(5th ed.). New Delhi: Sage.
Additional reading

1. Silverman, D. (2017). Doing Qualitative Research (5th ed).Los Angeles: Sage.

2. Anderson, C.E.,Carrell, A.T., & Widdifield, Jr., J.L.(2010). What Every Student
Should Know About Citing Sources with APA Documentation: Updated for APA
Sixth Edition(2nd ed.).New Jersey: Pearson.
3. Willig, C., & Stainton-Rogers, W. (Eds.) (2017). The Sage Handbook of qualitative
research in psychology (2nd ed.). London: Sage.
4. Rosnow, R.L., & Rosenthal, R. (2012). Beginning behavioral research: A
conceptual primer (7th ed.). New Jersey: Pearson.
5. Mangal, S.K.&Mangal, S. (2013). Research methodology in behavioural
sciences.New Delhi: PHI Learning.

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Core Course PRACTICUM

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

III MSPSY03C11 13 2 3 HOURS

PRACTICUM
In the third semester, each student is expected to have practical exposure. As a part of
the practicum, students are to do an internship in an approved institution where services
of Clinical / Counselling Psychologist is available. The internship should generate high
level competencies and skill to impart counselling services. The student has to do the
internship for a period of two months in a hospital setting under the supervision of a
clinical / counselling psychologist. The student has to submit a detailed report on his/her
activities in the institution/setting, which has to be certified by the respective faculty
member.

A detailed report should be prepared as part of the practicum. The report should contain
a brief description about the institute, facilities available, faculty in charge etc, and five
case studies, five clinical assessment of different genre, three case management each
with counselling and psychotherapy, details of training obtained, etc.

Clinical Practicum (Internship) (External valuation)

The student has to work with a qualified practicing clinical /counselling psychologist
who will make the valuation of practicum on the following aspects.
1. Temperamental qualities for clinical practice 15
2. Promptness and commitment in practice 15
3. Skills acquired during clinical practice 30
Total 60

Clinical Practicum (Internship) (Internal valuation)

The internal evaluation of the clinical practicum is based on the clinical report and the
viva voce conducted by a board which consist of three faculty members constituted by
the department council. The board should be constituted every year for this purpose. Of
the total 40 marks, 20 marks will be for the internship report. The assessment of the
report is based on the analytical skills used in evaluating the cases, interpretation,
diagnosis, management strategies etc. The remaining 20 marks should be given on the
basis of the performance in the viva. The assessment will be based on the skills in clinical
attitude, assessment, diagnosis, and management with 5 marks each.

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 M Sc Clinical & Counselling Psychology

Core Course PRACTICAL -III PERSONAL GROWTH AND SELF DEVELOPMENT

PRACTICES

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

III MSPSY03C12 10 4 3 HOURS

Learning Outcome

 Understand yoga asanas & pranayama and techniques of meditation through

practical session
 Differentiate counseling and psychotherapy
 Apply beavioural counseling techniques and cognitive behavioural counseling
techniques.
 Develop skill to conduct relaxation techniques.
 Develop in-depth knowledge, expertise and skills in couselling & psychotherapy.
 Develop professional competencies, skills and confidence for practicing
psychotherapeutic techniques
1. Self-awareness through mutual counselling

2. Cognitive Behaviour Therapy

Cognitive restructuring, Mental Imaging, Self Monitoring, Psycho Education,
Problem Solving, Self Instruction Training, Response Prevention, Thought
Diversion, Thought Stopping, Self Assessment, etc.

3. Behaviour Therapy
Systematic Desensitization, Covert sensitization, Positive Practice, Flooding,
Aversive therapy, Token economy, Exposure therapy, Play therapy,
Contingency Management, Threshold Technique, Paradoxical Intention,
Modeling, biofeedback, Timeout, activity scheduling, response cost, etc.

4. Relaxation (JPMR & GSPR) and Transactional Analysis

5. Techniques of Meditation
Japa Meditation, Vipasana Meditation, Yoga nidra

6. Yoga Asanas & pranayama

Dolphin Pose, Khalasana, Chakrasana, Paschimothanasan, Salabhasan,
Dhanurasan Ardhematsyandrasen, Mayoorasan, Pada Hasthasan, Trikonasan etc

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 M Sc Clinical & Counselling Psychology

End Semester Examination

The practical training will be evaluated by the teacher/guest expert/visiting faculty
specialized in each area. There should be three questions in the practical
examination and the student has to attempt two by administering the same to the
subject. Marks will be allotted for each area of personal growth and self
development practices. Skill, commitment, temperamental qualities etc should be
considered in evaluation. Distribution of marks is as follows.

Criteria Marks Total

Marks
Introduction 5
Preparing the subject 5
Administration 15 60
Record 15
Viva 20

Continuous Evaluation

The practical training will be evaluated by the teacher/guest expert/visiting faculty

specialized in each area. Marks (40) will be allotted for each area of personal growth
and self development practices. Temperamental qualities for clinical practice,
Promptness and commitment in practice and Skills acquired during clinical practice
will be the criteria to allot marks.

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M Sc
Clinical and Counselling Psychology

Credit & Semester System

Fourth Semester
Scheme

Sl Course Title of the Course Contact Hrs / Marks Credits

No Code week
L T/S P ESE CE Total
1 MSPSY04C 13 APPLIED SOCIAL 4 1 - 60 40 100 4
PSYCHOLOGY
2 MSPSY04E07/08/09 ELECTIVE PAPER 4 4 1 - 60 40 100 4
3 MSPSY04E07/08/09 ELECTIVE PAPER 5 4 1 - 60 40 100 4
4 MSPSY04 O01 UNDER STANDING 4 1 - 60 40 100 4
HUMAN BEHAVIOUR
5 MSPSY04C 14 RESEARCH 2 6 6 60 40 100 4
DISSERTATION
6 MSPSY04C 15 VIVA VOCE - 1 - 100 -- 100 2
TOTAL 18 11 6 400 200 600 22

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CORE COURSE APPLIED SOCIAL PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

IV MSPSY04C13 5 4 3 HOURS

Learning outcomes

 Understand the role of social psychology in understanding human behavior

 Discuss the major issues in the discipline of social psychology
 Apply the social psychological principles
 Gain knowledge in thinking and perceiving others behaviour in a social setting.
 Analyze the major problems in the field of social psychology

Module 1: Perspectives on Socialization 18 Hours

Core concerns of social psychology. Social psychology and related field. Brief history of
Social psychology. Theoretical perspectives in Social psychology: biological and
evolutionary perspective, cultural perspectives. Perspectives on Socialization, Agents of
childhood Socialization, Process of Socialization, Outcomes of Socialization.

Module 2: Social perception and Pro-social behaviour 20 Hours

Schemas, Schematic processing, person schemas and group stereotypes, attitudes,

prejudice and discrimination, impression formation, heuristics, Attribution, Bias and
error in attribution, cultural basis of attribution. Meaning, origins of pro-social
behaviour, situation centered determinants of pro-social behaviour, perceiver centered-
recipient centered determinants of helping. Steps in pro-social behaviour. Aggression:
theories, determinants of aggression, disinhibition, forms of aggression in society.

Module 3: Foundations of Applied Social Psychology 10 Hours

Applied social psychology. Role of personal values, history of applied social psychology,
problem focus, Approaches to Applied Social psychology, Social influence on behaviour,
levels of analysis, roles of Applied Social psychologists.

Module 4: Applying social psychology 12 Hours

Applying social psychology to health, Applying to education, Application to organizations,

application to criminal Justice system. Application in class room, applying to personal
relationships. Research in social psychology, ethics and values in social psychology

References:

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 M Sc Clinical & Counselling Psychology

1. Crisp, R.J & Turner, R. N. (2007) Essential Social psychology. New Delhi: Sage publications
2. Delamater, J. D., & Myers, D. J. (2007). Social psychology (6th ed.) .USA: Thomson
3. Kassin, S., Fein, S., & Markus, H.R. (2008). Social psychology (7th ed.).New York:Houghton
Mifflin Company.
5. Schneider, F.W., Gruman, J A., & Coutts, L.M. (2017). Applied Social Psychology (3rd ed.).
California: Sage publications.

Additional readings:
1. Baron, R. A., Byrne, D., & Branscombe, N. R. (2008). Social psychology (11th ed.). New Delhi:
Pearson prentice Hall
2. Baumister, R.F & Bushman, B.J. (2008). Fundamentals of Social Psychology. New delhi:
Cengage Learning
3. Kool, V. K., & Agrawal, R. (2006). Applied Social Psychology: A global perspective. New Delhi:
Atlantic Publishers
4. Rohall, D.E. Milkie, M.A & Lucas, J.W (2011) Social Psychology- Sociological Perspectives (2nd
ed.). Newdelhi: PHI Learning Pvt Lmtd
5. Semin, G.R., & Fiedler, K. (Eds.) (1996). Applied Social Psychology. London:Sage publications
6. Smith, E.R., & Mackie, D. M. (3rd ed). (2007). Social psychology (3rd ed.) Hove: Psychology
press.
7. Steg, L., Buunk, A P., & Rothengatter, J. (Eds.). (2008). Applied Social Psychology understanding
and managing social problems. Cambridge: Cambridge

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 M Sc Clinical & Counselling Psychology

Core Course RESEARCH DISSERTATION

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

IV MSPSY04C14 9 4

The student has to do a dissertation based on a topic of his/her own choice under the supervision
of a faculty from the concerned department. Each student is expected to conduct a research
project on various issues in relation to psychology. The project work shall be initiated in third
semester and expected to complete in fourth semester which will be evaluated both internally
and externally. The student has to plan a research proposal and make an initial synopsis
presentation wherein he/she introduces the problem, its relevance, the method, expected
outcome etc., and internal evaluation of the presentation will be made. The supervising teacher
will monitor the student’s progress. The final project report has to be submitted in the prescribed
format (as per the APA guidelines) by the end of the fourth semester. The dissertation should be
structured in five chapters, viz., Introduction, review, method, result and discussion, summary and
conclusion and references.

End Semester Assessment

The ESA will be done by the external examiner appointed by the University. The evaluation shall
focus on the novelty and originality of the research topic, conceptualizing the topic and presenting
it in the introduction, establishing the need and significance of the study, reviewing the literature,
contribution of the researcher in summarizing the reviews, clear methodology which includes
information like design, sample, tools, techniques , procedure, using appropriate statistics with its
rationale, presenting the results and interpreting the scores meaningfully referring to the review
and personal observations, and finally consolidating the findings & implications etc. The
distribution of marks shall be as per the following pattern.

Sl Content Mark
No
1 Introduction & Review of literature 08
2 Method 15
3 Result & Discussion 15
4 Summary, Conclusion and references 10
5 Originality and novelty of the work 12
Total 60
If the area of study is a new field or the study paper is an emerging area, where literature may
not be available or may be scanty, in such cases marks for review and references will be given
for originality and uniqueness of the work.

Continuous Assessment
The supervising guide shall allot marks out of 40 for the research aptitude, interest and
commitment in the research work the student has undertaken. A copy of the research thesis
should be submitted to the supervising teacher also.

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Core Course VIVA VOCE

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

IV MSPSY04C15 2 2

A viva voce will be conducted at the end of the fourth semester. This carries 100 marks. The
viva comprises of viva on the research work (dissertation) and course viva separately. Of the
total 100 marks, 50 marks for dissertation viva and 50 marks for course viva. The
dissertation viva focuses on the research work carried out by the student. The course viva
covers the whole four semesters, including theoretical concepts, therapies, counseling and
about the current researches. The viva board comprises of 3 members including two
external examiners and head of the department or a faculty member nominated by the
head of the department

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 M Sc Clinical & Counselling Psychology

ELECTIVE COURSE

Semester Course Code Course Title Credit

MSPSY02E 01 Life span Development 4

Semester 2
MSPSY02E 02 Behavioural Neuroscience 4

MSPSY02E 03 Health Psychology 4

MSPSY03E 04 Community Psychology 4

Semester 3
MSPSY03E 05 Life skill education 4

MSPSY03E 06 Forensic Psychology 4

MSPSY04E 07 Environmental Psychology 4

Semester 4
MSPSY04E 08 Positive Psychology 4

MSPSY04E 09 Exercise Psychology 4

OPEN ELECTIVE COURSE

Semester Course Code Course Title Credit

Semester 4 MSPSY04O01 Understanding Human 4

Behaviour

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Elective Course Lifespan Development

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

II MSPSY02E01 5 4 3 HOURS

Learning outcomes:

 Understand life span development and its major themes

 Illustrate the psychological aspects of childhood and adolescence.
 Deduce the life from conception to old age and to identify the developmental issues.
 Analyze the major periods and domains in life span development.
 Explain the factors that determine the upbringing of a person

Module 1: Theoretical perspectives and Domains of Development 20 Hours

Theoretical Perspectives: Psychodynamic, Behavioural, Socio-biological (evolutionary),

Cognitive, Socio-emotional, Socio-cultural. Prenatal development, Birth, Perinatal
development, Infancy, Childhood, Adolescence & Adulthood. Overall developmental
domains-Physical development, Cognitive development- Perception & Intelligence,
Language development, Socio-emotional development, Socio-cognitive development,
Moral development

Module 2: Infancy, Childhood & adolescence 12 Hours

Pregnancy and prenatal development stages. Prenatal diagnostic tests & genetic
counseling. factors on prenatal development, Birth process: stages. Infant assessment.
Birth complications, Post partum period: physical, emotional and psychological
adjustments. Infancy- Physical development, Cognitive development, Psychosocial
development. Developmental issues in infancy, Developmental issues in toddlerhood,
Children of working parents. Early Childhood- Physical development, cognitive
development, language and other cognitive abilities, early childhood education, psycho
social development. Middle childhood- Physical development, cognitive development,
psychosocial development. Adolescence: Physical development, cognitive
development- aspects cognitive maturation, educational & vocational issues and
psychosocial development- search for identity, sexuality, relationship with family, peers
& adults

Module : Domains of development across life span- Adulthood 7 Hours

Early adulthood: Physical development, sexuality, cognitive development, and socio

emotional development attraction, love and close relationships. Middle adulthood:
physical changes, cognitive development, careers, work and leisure, religion and
meaning of life. Socio emotional development: theories, stability and changing, close

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relationships. Late adulthood: Physical development, cognitive development, and socio

emotional development. Death and Dying Process: developmental perspective.

Module 4: Developmental contexts and issues in Indian context 10 Hours

Role of family, parents, peer, media, schooling, job & religion. Cultural practices and
socialization across life span. Issues of social relevance (Gender- women & transgender,
Disability-visual, auditory & loco-motor and Poverty) Emerging issues on child
development in the Indian context. Challenges with positive youth development,
Challenges of adulthood; Aging- Death & dying. Controversies in Developmental
Psychology; Research methods: Longitudinal, cross sectional and sequential; ethics in
research.

References
1. Woolfolk, A. & Perry, N. E. (2012). Child and Adolescent Development. New jersey:
Pearson Education.
2. Bornstein. H. M., Vandell, L, D. & Steinberg, L. (2011). Development: Infancy through
Adolescence. USA: Wadsworth Cengage learning.
3. Papalia, D.E., Olds S.W., Feldmen, R.D. (2009) Human Development (11th ed). New
Delhi: Tata McGraw Hill.
4. Santrock, J.W. (2006). Life - span development (10th ed.). New York: Mc Graw Hill.
5. Sigelman, C.K., & Rider, E. A. (2003). Life – Span Human Development. Australia:
Thomson and Wadsworth.

Additional Reading
1. Smith, K.P. Cowie, H. & Blades, M. (2011). Understanding children’s
Development.(5th ed.). UK: John Wiley &Sons.
2. Slater, S. & Bremner, G(2011). An Introduction to Developmental Psychology. UK:
John Wiley &Sons.
3. Winnicott, D. W. (2012). Family and individual development. London: Routledge.
Sharma, N., & Chaudhary, N. (2009). Human development: Contexts and processes.
4. G. Misra, (ed.), Psychology in India: Basic psychological processes and human
development (Vol.1, pp. 69-110). New Delhi, India: Pearson.
5. Lerner, R. M. (Ed.) (2015). Handbook of Child Psychology and Developmental
Science (7th ed.), Vols. 1-4. Hoboken, NJ, New York: Wiley and Sons
6. Kakar, S. (2008). The inner world: A psychoanalytic study of childhood and society
in India. New Delhi, India: Oxford University Press
7. Misra, G., & Babu, N. (2013). Emerging perspectives on human development
research. Psychological Studies 58(4), 349-352.

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Elective Course BEHAVIOURAL NEUROSCIENCE

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

II MSPSY02E02 5 4 3 HOURS

Learning Outcomes

 Understand the field behavioral neuroscience.

 Explain neurological disorders, underlying symptoms, causes and their treatments.
 Explain biological basis of behaviour, developmental disorders and Psychological
disorders.
 Analyze the relationship between brain and behaviour and treatment method used
in rehabilitation centers
 Develop skill to conduct neuropsychological assessment and its interpretation.
 Develop skills and confidence for working in rehabilitation centers.

Module 1: An introduction to behavioural neuroscience 10 Hours

Ancient philosophical concepts of brain and behaviour, Biological explanation of

behaviour, Origins of behavioural neuroscience, The evolution of behaviour, Darwin’s
contribution, Mendelian genetics, The modern field of Behavioural Genetics, The
Method and strategies of research in behavioural neuroscience.

Module 2: Nervous system, sensory, motor and cognitive processing 20 Hours

Organization & functions of nervous system: Central peripheral, Neural activity-

conduction, transmission, & integration of neural signals, Biochemical activity of the
brain, Basic anatomy & gross topography of the brain, The four lobes, Thalamus, Basal
ganglia, & The limibic system, Development & plasticity of brain. Biological basis of
sensory processing: Visual, Auditory, Somato sensory, olfactory, cutaneous & vestibular
processing, Motor system, memory system, attention, consciousness and alteration of
consciousness, emotional processing.

Module 3:Biological basis of developmental & Psychological disorders 18 Hours

Congenital, acquired & specific developmental disorders, learning and neuropsychiatric

disorders of childhood, Seizer disorders, Tumors & traumatic head injury,
Cerebrovascular disorders, Degenerative disorders, Disorders caused by infectious
disease, Biological basis of schizophrenia, mood disorders, substance abuse and
addiction, anxiety Disorders

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Module 4: Assessment, treatment & rehabilitation 10 Hours

Method of investigating the brain, Neuropsychological assessment- tests and measures,

Neuropsychlogical rehabilitation. Current trends and researches in brain and behaviour.

References:
1. Carlson,N.R.(2018).Foundations of behavioural neuroscience(9th ed). India: Pearson
india education services Pvt Ltd.
2. Clark, D., Boutros,N., & Mendez, M.(2010). The brain and behaviour- an introduction
to behavioural neuroanatomy (3rd ed). New York: Cambridge university press.
3. Garrett, B. (2011). Brain and behaviour- An introduction to biological psychology (3rd
ed.). Canada: Sage publications
4. Joseph, R. (2000). Neuro Psychiatry, Neuropsychology, Clinical Neuro Science.
Newyork:
5. Kalat, J. W. (2009). Biological psychology (10th ed.). U S A: Cengage learning Inc.
6. Kolb, B., & Whishaw, I, Q. (2011). An introduction to Brain and Behaviour. USA:
Worth publishers.
7. Kolb, B., & Whishaw, I, Q. (2008). Fundamentals of Human Neuropsychology.
Newyork: Worth publishers.
8. Walsh, K. & Darby, D. (2005). Neuropsychology. London: Churchill living stone.
9. Zilmer, E. A..& Spicers, M.V. (2001). Neuropsychology. U S A: Wardsworth

Additional reading:

1. Anholt, R. R H., Mackay,T. (2009). Principles of Behavioural Genetics. USA: Academic

Press
2. Futuyma, D. J. (1998). Evolutionary biology (3rd ). USA: Sinauer Associates, Inc.
3. Johnstone B, Stonnington H.(2009). Rehabilitation of neuropsychological disorders
.(2nd ed) Newyork: psychology press
4. Pinel, J. P. J. (2006). Biopsychology (6th ed. ). U S A: pearson education, inc.
5. Wilson , J. F. (2003). Biological Foundation of behaviour. Canada: Thomson learning
Inc.

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Elective Course HEALTH PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

II MSPSY02E03 5 4 3HOURS

Learning Outcomes:

 Understand the basic concepts of health psychology.

 Differentiate the psychological factors of stress and coping
 Discuss the health behaviour for leading a healthy life
 Apply the psychological principles in managing health related aspects
 Analyse various aspects of pain and its management.

Module 1: Physiology and stress 20 Hours

Nature of health psychology, The mind body relationship, Relating health psychology to
specific bodily systems: The nervous system, The endocrine system, The digestive
system, The respiratory system, The cardiovascular system, The reproductive system,
The immune system; Nature and causes/sources of stress, Theoretical contributions to
the study of stress: Fight-orflight, Selye‘s general adaptation syndrome, Tend-and-
befriend, Psychological appraisal and the experience of stress, The physiology of stress,
Moderators of stress experience- Stress and illness, Coping with stress: Types of coping
strategies, coping with diseases. Coping and external resources: social support,
managing stress

Module 2: Health behaviours 20 Hours

Meaning of health behaviours, Role of behavioural factors in disease and disorder,

Practicing and changing health behaviours, Barriers to modifying poor health
behaviours, Ethnic and gender differences in health risks and habit. Factors predicting
health behaviour and beliefs. Health enhancing and health compromising behavior,
Changing health habits- Attitude change and health behaviours, The theory of planned
behavior, Approaches to health behaviour change, Cognitive behavioural approach,
Transtheoretical model, Social engineering

Module 3: Pain and its management 10 Hours

Pain: Definition, Types of pain- organic pain, psychogenic pain, Theories of pain:
Specificity theory, Gate control theory, Clinical and psychological issues in Pain
management- Acute and chronic pain, pain and personality. Techniques to control pain-
Psychological and other techniques

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Module 4: The patient’s perspective and management of illness 10 Hours

Stages of illness, Facing the emotional challenges of serious illness, the losses in serious
illness; The role of emotions in healing, Maintaining identity through social support.
Coping with surgery through control enhancing interventions. The hospitalized child -
Anxiety and preparing child for medical interventions; Management of chronic
illnesses- Quality of life, emotional responses to chronic illness, coping with chronic
illness, psychological interventions for chronic illness, Psychological issues in advancing
and terminal illness- death across life span, psychological issues in advancing illness,
psychological management, Psychology of lifestyle illness- Coronary Heart Disease,
Hypertension, Stroke, Diabetes. Psychoneuroimmunology, AIDS and cancer

REFERENCES

 Brannon, L., & Feist, J. (2007). Introduction to health psychology. New Delhi,
India:Thomson, Wadsworth.
 Dimatteo, M. R., & Martin, L. R. (2002). Health psychology. New Delhi, India: Allyn&
Bacon.
 Taylor, S. E. (2011). Health psychology. New Delhi, India: Tata McGraw-Hill.
 Weinman, J., Johnston, M., & Molloy, G. (2006). Health psychology. London: Sage
Publications.

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Elective Course COMMUNITY PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

III MSPSY03E04 5 4 3 HOURS

Learning Outcomes:
 Clearer idea about the history, theories and goals of Community Psychology and
make them acquainted with its research methods and core concepts
 Understand the relevance of community counseling, community intervention,
and importance of social change in various populations
 Analyse the current issues in society and different community
 Practice as a Community psychologist.
 Skills required to promote wellbeing and prevent problems in various settings
 Analyze and suggest ways to bring change in different groups.

Module 1: An overview of Community Psychology 12 Hours

The community Psychology framework, History and theories of Community Psychology,

Goals of Community Psychology, Methods of Community research- Quantitative
methods, Qualitative methods- Focus groups as a source of data, other qualitative
methods, Seven core values, Ecological levels of analysis, Understanding human
diversity

Module 2: Social Change 14 Hours

Social change- Its importance-Types and causes of social change, Creating Social
change, Citizen Participation, Networking, Consultation, Community Education and
Information Dissemination. Community mobilization- its need and benefits,
preparation, prerequisites, techniques, challenges and barriers

Module 3: Applying Community Psychology to various settings 18 Hours

Prevention and Promotion-Key concepts, Implementing programmes and interventions

to prevent problems and promote well-being in settings like- Schools, Organizations,
Legal system, Health Care systems. Stress and resilience in community psychology,
assumptions and strategies of community counseling, dealing with distressed and
marginalized clients, managing the Community counseling program.

Module 4: Combating addiction, violence and maltreatment 16 Hours

Role of Community Psychology in combating issues - drug and alcohol addiction,

violence against women and children-forming self-helf groups, assisting the old age,
Linking Community Psychology and Social Psychology, Diversity versus Prejudice and
Stigmatization, Future of community Psychology

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References

1. Kloos, B., Hill, J., Thomas, E., Wandersman, A., Elias, M. J., Dalton, J. H. (2012).
Community Psychology- Linking Individuals and Communities (3rd ed.). USA: Thomson
Wadsworth publications.
2. Lewis, J. A., Lewis, M. D., Daniels, J. D., & D’Andrea, M. J. (2012). Community
Counseling- A Multicultural social justice perspective. India: Cengage Learning India
Private Limited.
3. Moritzugu, J., Vera, E., Wong, F.Y., Duffy, K.G. (2017). Community Psychology (5th ed.).
India: Routledge publishers
4. Nelson,G., Kloos, B., & Ornelas, J. (2014). Community Psychology and Community
Mental Health-Towards transformative change
5. Patil, A,R (2013). Community organization and development- An Indian perspective.
Delhi: PHI learning Pvt. Ltd.
6. Schneider, F.W., Gruman, J A., & Coutts, L.M. (2017). Applied Social Psychology. UK:
Sage publications

Additional References

1. Nelson, G., & Prilletensky, I. (2005). Community psychology- in pursuit of liberation

and well being. NewYork: Palmgrave Macmillan
2. Seed,P., & Kaye, G. (1994). Handbook for assessing and managing care in the
community. London: Jessica Kingsley publishers.

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Elective Course ____________________ __ ________LIFE SKILL EDUCATION

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

IV MSPSY03E05 5 4 3 HOURS

Learning Outcomes

• Understand the application of life skills in day today activities

• Explain the concepts and importance of life skills in our life
• Develop self awareness and empathy.
• Design and develop life skill education programmes.

Module 1: Introduction –Personal skills 15 Hours

Life skills- definition, life skills by WHO- self awareness, empathy, critical thinking,
creative thinking, decision making, problem solving, effective communication,
interpersonal relationship, coping with stress and emotion; Self awareness and
empathy- self awareness- definition, self concept, self esteem characteristics, self
efficacy, self regulations, technique used for self-awareness, assertiveness ,empathy-
sympathy, empathy and altruism, attitude towards self and others, goal setting.

Module 2: Survival Skills 15 Hours

Interpersonal skills and communication- interpersonal relationship, development,

maintenance and communication in relationship ,intimacy and distance in relationship.
Communication – verbal and non verbal communication. function and barriers.
Listening- elements and challenges. Presentation skills, Interpersonal relationship
through effective communication

Module 3: Thinking skills and Negotiation skills 15 Hours

Critical thinking and creative thinking.- critical thinking – definition, characteristics of a

good critical thinker, self development and barrier of critical thinking, inductive and
deductive reasoning. Creative thinking- definition and characteristics. Decision making
and problem solving- decision making- definition, types, models of decision making,
problems and dilemmas in decision making. Problem solving- definition, steps of
effective problem solving.

Module 4: Coping skills and skills for personal effectiveness 15 Hours

Coping with emotion and stress- emotions- definition, factors, expression and
management of emotion, stress- features, types and causes. Effects of stress, coping-
definition, common coping patterns. Appraisal- focused, problem focused and emotion
focused constructive coping. Stress management; Leadership and time management –

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 M Sc Clinical & Counselling Psychology

leadership definition, trait approach, skills approach, style approach and situational
approach of leader ships, ethical responsibilities and leader –follower relationship.
Thinking, perceiving, story telling and presenting like a leader. Leading through conflict,
establishing and sharing power, promoting problem solving , influencing and inspiring
others and meeting the challenges. Effective time management

References

1. Adler , R.B. & Proctor, R.F. (2011). Looking out and looking in. Australia :
wadsworth cengage learning.
2. Duck , S & McMahan, D. T (2012). The basics of communication a relational
perspective(2nd edn). South Asia: Sage publications
3. Gamble , T.K. & Gamble, M.W. (2013). Leading with communication –a practical
approach to leadership communication. USA: Sage publications.
4. Rowe , W.G. & Guerrero, L. (2013). Cases in leadership (3rd edn). Los Angels: Sage
publications.
5. Weiten,W., Hammer, E.Y. & Dunn, D.S. (2012). Psychology and contemporary life
human adjustment. Australia : Wadsworth cencage learning.
6. Rao, M.S.( 2010). Soft skills enhancing employability connecting campus with
corporate . new Delhi: I.K. international publishing.
7. Boss, J.A. (2012). Think- critical thinking and logical skills for every day life (2nd edn).
NewYork: McGraw hill.
8. Nair , R.V ( 2010). Life skills personality and leadership. Sriperumpatur: Rajiv
Gandhi national institute of Youth Development.

Additional reading
1. Milkman ,H.B.& Wanberg, K.W ( 2012). Pathways to self discovery and change a
guide for responsible living ( 2nd edn). Los Angels : Sage publications.
2. Ghosh , B.N.(2012). Managing soft skills for personality development. New Delhi:
Tata McGraw Hill education private limited .
3. Sherfield, R.M., Montgomery,R. J & Moody, P.G.(2009). Cornerstone developing
soft skills. India:Pearson
4. Kumar, S.E., Sreehari,P.& Savithri,J. (2011). Communication skills and soft skills.
India: Pearson

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Elective Course FORENSIC PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

III MSPSY03E06 5 4 3 HOURS

Learning outcome

 Understand the theoretical and professional aspects of criminal and forensic

psychology
 Familiar with various applications in criminal and forensic psychology
 Understand the behaviour of criminals and role of psychologists in the field of
forensic and criminal matters
 Skills to deal with various aspects of forensic and criminal field

Module 1 – Introduction 15 Hours

Forensic Psychology: Nature, Introduction, Definition, scope, History, Current Trends.

Education, Training and Research. Role of Forensic Psychology in Organization and with
Offenders. Professional Issues; Professional training and education in forensic psychology,
Forensic psychology in India, Ethical & legal issues in forensic practice; Branches of Forensic
Psychology. Police Psychology

Module 2- Investigations and Assessment 15 hours

Investigations in Forensic Psychology. Profiling. Psychological Sketch. Risk Factor Prediction.

Polygraph. Forensic Hypnosis. Brain Finger Printing. Examination of the Crime Scene.
Collection of Material Evidences. Investigative psychology –crime scene and investigation,
Assessment and evaluation in forensic psychology; Psychological tests, types and
characteristics of tests in forensic psychology – intelligence, personality, neurobiological
testing; ethical issues in testing.

Module 3- Major Issues in Forensic Psychology 15 hours

Criminal Psychology: Definition, nature and scope of criminal psychology; Theories of crime-
Psychological theories, Social theories; psychological disorders and criminal behaviour-
psychotic disorders, bipolar disorders, intellectual disabilities, major depression; Psychopath
– general characteristics, antisocial personality disorder and psychopathy, prevalence of
criminal psychopathy, psychological measures of psychopathy, juvenile psychopath, female
psychopath; mentally ill offenders, amnesia for criminal behaviour, serial killers and
rampage killers, sex offenders
Module 4: Criminal profiling 15 hours

The psychologist in court – expert evidence, pre trial preparation, examination n chief, cross
examination; Competency to stand trial, eye witness memory; eye witness testimony and

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false confession-evidence in court, consequences and types of false confessions; Criminal

competencies, Psychology of aggression and violence, terrorism – domestic; drugs and
crime; cyber crimes – terrorism, bullying, harassment, talking; psychological autopsy-
manner of death, psychological profiling, linking crime and personality of criminals in the
context of law, future directions in criminal profiling. Psychology of violence and
intimidation, psychology of sexual assault; Forensic psychology and victims of crime, Factors
affecting victimization; New trends in forensic psychology

References

1. Batchman, R., & Schutt, R. K. (2008). Fundamentals of research in criminology and criminal
justice. London: Sage.
2. Wrightsman, L. S. & Fulero, S. M. (2008). Forensic psychology (3rd Ed.). Belmont, CA:
Wadsworth Publishing Co.
3. Haward, L. (1981). Forensic psychology. London: Batsford Academic and Educational Ltd.
4. Howitt, D. (2002). Forensic and criminal psychology. New Delhi, India: Prentice Hall.
5. Loftus, E. F. (1996). Eyewitness testimony: With a new preface. Cambridge, MA: Harvard
University Press.
6. Ross, F. D., Read, D. J., & Toglia, M. P. (1994). Adult eyewitness testimony. New York:
Cambridge University Press.
7. Webb, D. (2013). Criminal profiling: An introductory Guide. UK: Independent Publishing
Platform.
8. Bartol, Curt R & Bartol, Anne M, ( 2008) Current perspectives in Forensic Psychology and
Criminal Behaviour, Sage, London.
9. Sellers, C.S & Akers. R.L (2004). Criminological theories introduction, Evaluation, and
Application. Rawat Publications. Delhi. –module 1 (theories)
10. Bartol C.R & Bartol A.M (2008). Introduction to Forensic Psychology, Research and
Application. (2nd edn). USA: Sage Publications Inc. – Module 2,3,4 ,5
11. Bull R., Cooke C., Hatcher R., Woodhams J., Bilby C & Grant T (2010). Criminal
12. Psychology, A Beginner’s Guide. Noida: Oneworld Publications.
13. Davis F. D & Bukist W (2006). 21st Century Psychology, A reference Handbook, Vol 2,.
USA: Sage Publications Ltd.
14. Dvey G (2011). Applied Psychology. UK: British Psychological Society and Blackwell
Publishers Ltd.
15. Gadd D & Jefferson T (2007). Psychosocial Criminology, An Introduction. Chennai:Sage
Publications Ltd.
16. Marsh I., Melville G., Morgan K., Norris G & Walkington Z (2006). Theories of Crime. UK:
British Library Cataloguing in Publication Data.
17. Reid S. T (2006). Crime and Criminology, (11th edn). New York: McGraw-Hill.
18. Umadethan B. (2011). Forensic Medicine. New Delhi: CBS Publishers and Distributors.

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Elective Course ENVIRONMENTAL PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

III MSPSY04E07 5 4 3 HOURS

Learning Outcomes:

 Understand the role of environmental psychology for managing mental health issues
 Understand environmental issues and its effect on mental health
 Explain environmental perception and cognition and its influence on human
behavior
 Developing skills and strategies for increasing pro environmental behavior.
 Develop skills to practice as an environmental psychologist.

Module 1: Introduction 16 Hours

Environmental psychology and its important, History and current scope of

environmental psychology, Research methods in environmental psychology, Links to
other disciplines. Psychological theories of environmental issues- Schema theory,
Cognitive process theory, Perception theories, Theory of attachment and planned
behavior

Module 2: Environmental influence on human behavior 18 Hours

Environmental perception and cognition, Human spatial behaviour; personal space and
territoriality, Environmental risks and emotional reactions , Environmental stress and
its effects, Noise, crowding, Poor housing quality, Poor neighborhood quality, Disaster,
toxic hazards and pollution, Climate change. Environmental issues in developing
countries.

Module 3: Factors influencing environmental behavior 12 Hours

Pro environmental behavior and consequences, values and social norms of pro-
environmental behavior, Affective and symbolic aspects of environmental behavior,
Model of environmental behavior, Environmental management and role of
environmental psychologist, Environmental policy in India: Development, Land and
forest policy, Climate change policy, Future environmental issues in India.

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Module 4:Encouraging pro environmental behavior 14 Hours

Changing behaviour to save environment, Informational strategies, Rewards and

penalties, Persuasive technologies –ambient persuasion and group intervention,
Acceptability of environmental policies

References

1. Steg,L. Van Den Berg, A.E. & De Groot, J.I.M ( 2013). Environmental Psychology an
Introduction. UK :British Psychological Society and John Wiley & Sons, Ltd.
2. Arora ,N & Khan, F. A ( 2014). Environmental psychology. India: Book enclave
3. Bell,P. A., Greene, T.C., Fishers, J. D., & Baum, A. (2001). Environmental Psychology
(5th ed.). USA: Thomson Wadsworth.
4. Bonnes , M., Lee, T. & Bonaicito, M (2016). Psychological theories for environmental
issues. USA: Ashtage publishing
5. Chopra , K (2017). Development and environmental policy in India- the last few
decades. India: Springer.
6. Clatyon, S.& Manning, C (2018). Psychology and climate change : human perception,
impacts and responses . UK: Academic Press.

Additional reading:
 Eberhard. J.P (2009). Brain Landscapes. Newyork: oxford university press
 Nickerson, R.S. (2003). Psychology and environmental change. USA: Lawrence
Erlbaum associations, Inc
 Saxena, H.M. (2006). Environmental studies. New Delhi: Rawat Publications.
 Uberoi,N.K.(2003). Environmental management (11th ed). New Delhi: Excel books

School of Behavioural Sciences, Kannur University Page 53

 M Sc Clinical & Counselling Psychology

Elective Course POSITIVE PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

IV MSPSY04E08 5 4 3 HOURS

Learning outcomes

 Experience how positive psychology is relevant to your life

 Understand the research methods used in positive psychology
 Explain the historical, theoretical and interventions in field of positive psychology
 Apply the positive psychological interventions.
 Evaluate the strengths of individuals and apply the intervention to address problems
 Equipped to apply positive psychology interventions to enrich the wellbeing of
individuals, families, communities and institutions

Module 1: Happiness /Wellbeing 15 Hours

Introduction to positive psychology- assumptions, goals, definitions; pillars of positive

psychology; historical view, components and perspectives, Happiness what is it? How is it
measured? ; Determinants of happiness-hedonic adaptation and role of circumstances,
volitional behaviour, free will and self determination theory; Wellbeing – philosophical roots,
Aristotle and the western tradition, other cultures and traditions, hedonics and eudaimonics,
science of subjective wellbeing, can wellbeing be learned? Wellbeing interventions, happiness
across cultures

Module 2: Basic areas of positive psychology 15 Hours

Positive emotions-Evolution of positive emotion, Theories of emotion, positive, negative and

many others, broaden and build theory;, contentment-optimism, pleasure and gratification,
Applications of positive emotions, resilience- theories, risk and protective factors

Module 3: Character Strengths 15 Hours

Character strengths–defining and assessing, strengths vs weaknesses, Strength and virtues-

love, altruism, hope, forgiveness, gratitude, optimism; how happy is our class? Love and social
connectedness, cooperation, peacemaking, trust, kindness, modesty, respect, creativity; self
discipline and grit, flow

Module 4: Training the mind and Applications 15 Hours

Personal goals, self concept, self regulation and self control; positive traits- positive and
negative affectivity, positive self: self esteem, efficacy and positive self; mindfulness, flow and
spirituality

Culture and wellbeing, Positive education, positive workplaces, positive aging, positive
psychology for disability and rehabilitation, self help; Clinical Applications- Positive

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 M Sc Clinical & Counselling Psychology

psychological interventions-gratitude interventions, forgiveness intervention, hope

intervention, optimism, strengths intervention, meaning oriented intervention, mindfulness;
Future directions of positive psychology

References

 Cleave (2016). Positive psychology: A Toolkit for Happiness, purpose and wellbeing. India,
Penguin books.
 Joseph (2015). Positive Psychology in practice. Promoting human flourishing in work, health,
education and everyday life. New Jersy, John Wiley and Sons..
 Baumgardner, S.R.& Crothers M.K. (2010). Positive psychology. Upper Saddle River, N.J.:
Prentice Hall. – (module1)
 Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK:
Routledge.
 Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University Press.
 Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment. New York: Free Press/Simon and Schuster.
 Snyder, C.R., &Lopez,S.J.(2007). Positive psychology: The scientific and practical explorations
of human strengths. Thousand Oaks, CA: Sage.
 Haidt, J. (2005). The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom. New
York, NY: Basic Books.
 Snyder, C. R., & Lopez, S. (Eds.). (2002). Handbook of positive psychology. New York: Oxford
University Press.
 Nakamura,J., Csikszentmihalyi, & Donaldson,S.I.(2011) Applied positive psychology
improving everyday life, health schools, work, and society. New York: Psychology press.
 Schueller, S.M,& Parks, A.C.(2014) The Wiley Blackwell handbook of Positive Psychological
Interventions. UK: John Wiley and son’s ltd.
 Snyder, C.R & Lopez, S.J., Pedrotti, J.T. (2011). Positive Psychology – The scientific and
practical explorations of human strengths (2nd ed.). Thousand Oaks: Sage Publications
 Proctor.C(2017). Positive psychology in practice. Springer .Switzerland

Additional reading

1. Lopez. S.J. (2011).The Encyclopedia of Positive Psychology. John Wiley & Sons, Volume 1 & 2

School of Behavioural Sciences, Kannur University Page 55

 M Sc Clinical & Counselling Psychology

Elective Course EXERCISE PSYCHOLOGY

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

IV MSPSY04E09 5 4 3 HOURS

Learning Outcomes

 Understanding the influence of exercise in mental health

 Apply the knowledge gained from theories
 Design and develop interventions using exercise psychology

Module 1 – INTRODUCTION - PHYSICAL ACTIVITY

Historical perspective, nutrition: the base for human performance, energy value of food, energy
transfer in exercise, measurement of human energy expenditure. Nature and scope of exercise
psychology. Effects and determinants, Barriers to determinants and exercise – Individual,
Environmental and cognitive barrier .The role of self.

Module 2- MODELS AND THEORY

Models and motives - Transtheoretical model , theory of reasoned action and theory of planned
behavior , self determination theory and cognitive evaluation theory , self efficacy theory ,
social cognitive theory.

Module 3 - BEING ACTIVE

Negative effects –body image and exercise, social physique anxiety and exercise. Factors –
exercise factors, personal and environmental factors. Harmful effects- exercise and muscularity,
eating disorder and exercise, exercise dependence.

Module 4 - CHANGING & MAINTAINING PHYSICAL ACTIVITY

Psychological skills intervention in exercise psychology, Cognitive behavioral strategies,

behavior change interventions.

REFERENCES

1. Thatcher, J., Day, M., & Rahman, R (2011). Sport and exercise psychology. UK: British
library cataloging in publishing data.
2. Davey, G (2011).Applied psychology. UK: Blackwell Publishing
3. McArdle, W.D.,Katch, F.I., & Katch,V.L (1996). Exercise physiology (4th ed.). USA: Lippincott
Williams & Wilkins

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 M Sc Clinical & Counselling Psychology

Open Elective Course Understanding Human Behaviour

SEMESTER COURSE CODE HOURS/ WEEK CREDIT EXAM

IV MSPSY04O01 4 4 3 HOURS

Learning outcomes

 Understand the nature and role of psychology in understanding behaviour

 Analyse the role of Psychology in daily life to understand ourselves and others.
 Relate biological, psychological and socio cultural factors in understanding human
behaviour.
 Understand the basics of social and abnormal behaviour.
Module 1: Understanding human behaviour:

What is psychology, Myths and misconception related to psychology, methods to study behaviour-
observation, interview, correlation, experimental method. Perception- physiological, stimulus and
psychological factors, Extra sensory perception, states of consciousness, sleep, dreams, drugs,
meditation, hypnosis.
Module 2: Factors affecting behaviour

Learning- factors affecting learning, brief details about classical, operant, observations, and cognitive
learning. Memory- types and process, factors affecting memory and forgetting. Motivation –
Activation and persistence of behaviour, Emotion- nature, expression and impact, Thinking – types,
Intelligence-concept, emotional intelligence, aptitude.
Module 3: Social Behaviour

Attribution, social cognition, attitudes, prejudice, social influence, attribution and Love

Module 4: Abnormal Behaviour

Normality and abnormality, mental health and mental illness, mental health professionals,
Biological, psychological and socio cultural causal factors of abnormality. Anxiety, stress, eating, and
mood disorders.
References

1. Baron,R.A ( 2013) Psychology. New Delhi, Pearson.

2. Baraon,R.A (2013) Social psychology. New Delhi, Pearson.
3. Carson,R.C, Butcher,J.N, Mineka,S, Hooley,J.M (2013) Abnormal Psychology. New Delhi, Pearson.

Additinal Reading

1. Taylor,E.S, Peplau,L.A, & Sears,D.O ( 2013) Social Psychology. New Delhi, Pearson.

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 M Sc Clinical & Counselling Psychology
Model Question Paper (2020 Admission onwards)
Semester: 1
MSPSY01C01: PSYCHOLOGICAL PROCESS
Time: 3 hours Maximum Marks: 60
Part A
Answer any five questions in 200 words. (Each question carries 3 marks)

1. Drives and needs

2. What is your understanding about difference threshold?
3. Explain higher order conditioning
4. Illustrate enactive vicarious learning.
5. Justify Hoagland’s hypothesis
6. Explain Ames illusion with models
(5×3= 15)
Part B
Answer any three in 400 words. (Each question carries 5 marks)

7. Explain the ancient concepts in cognitive psychology.

8. Explain the theories of forgetting.
9. Evaluate how well classical psychophysical theories contributed to the study of
sensation and perception
10. Describe the practical application of form perception.
11. Analyze how physical components influence various perpetual process
(3×5= 15)

Part C
Answer any three questions in 800 words. (Each question carries 10
marks)
12. Differentiate between perception of music and perception of image. How the
deficiency of each perception affect the life of an individual.
13. Explain the role of creative thinking in problem solving. Give a special
emphasize to applicability of creative thinking in daily life activities.
14. Describe classical conditioning and operant conditioning. How different are
they in terms of applicability. Evaluate various terms in operant conditioning.
15. Evaluate humanistic and cognitive perspectives of motivation with examples.
16. Affiliation and power acts as strong motivating factors for thriving. Discuss
both concepts with suitable examples.
(3×10= 30)