SEMESTER-VIII

PSYC-6126 Counseling Psychology 3 (3+0)

The main objective of this course is to familiarize students with the process of
counseling by providing a critical review of the essential components of a counseling
process as well as the most influential counseling and psychotherapy theories. The
course introduces topics concerning the main aspects of psychological counseling. We
start by discussing counseling definition, its forms, counselor’s role, and ethics.
Crisis intervention, rehabilitation, psycho-prevention, and psychotherapy are discussed
within an evidence- based major approach in counseling (e.g. psychoanalytic,
psychodynamic, humanistic, existential, cognitive-behavioral, systemic, and
postmodern models). Each approach is presented including its concepts
explaining symptoms development, counseling principles, specific therapeutic
techniques, and their limitations. In generally presented approaches keep historical
order of their development, addressing differences and similarities between them,
finishing with the idea of integration in counseling. Students begin developing their
model of counseling. We discuss specific settings and principles of family, couple, and
group counseling with their use in rehabilitation and prevention counseling.

Contents

1 An overview of counseling: Definitions of counseling; goals of counseling;

historical development of counseling, do’s and don’ts of counseling
2 Careers and scope of counseling: Distinguish the various counseling specialty areas
of school counseling, mental health counseling, community counseling, counseling
in student affairs practices, rehabilitation counseling, gerontological counseling,
and marriage and family counseling.
3 On becoming a counselor: Personal characteristics of effective counselors; the
process of counselor education, personal values in counseling, on becoming a
counselor.
4 Counseling relationship: The basics of building and implementing a
counseling relationship, basic and advanced counseling skills, case conceptualization,
and record keeping.
5 Theoretical approaches to counseling: Four conceptual approaches to
counseling: psychodynamic, existential-humanistic, behavioral, cognitive, and some
theories that are associated with them. An integrative approach, brief-treatment,
and solution- focused therapies, Uses of Expressive Arts in Counseling
Psychology (Creative arts; Visual arts; Psychodrama; Poetry, writing, and
bibliotherapy, Music and dance therapies).
6 Counseling in different settings: Basic principles to family counseling, group work,
career development, the history of consultation, and supervision.
7 Ethical Issues in Counseling Psychology: Ethical considerations in counseling Legal
considerations for counselors, current and future trends in counseling, research,
and evaluation in counseling.

Recommended Text

1 Corey, G. (2017). Theory and practice of counseling & psychotherapy (10th ed.).
New York: Cengage Learning.
2 Gladding, S. T. (2017). Counseling: A comprehensive profession. (8th ed.). New
York: Pearson Publisher.

Suggested Readings
1 Cormier, S. & Hackney, H. (2016). Counseling strategies and interventions
for professional helpers (9th ed.). Harlow, Essex Pearson.
2 Capuzzi, D., & Gross, D. R. (2017). Introduction to the counseling profession
(7th ed.). New York: Routledge.
3 Capuzzi D. & Staufer, M. D. (2016). Counseling and psychotherapy: Theories
and interventions (7th ed.). Alexandria, VA: American Counseling Association.
PSYC-6127 Cognitive Psychology 3(3+0)
This course provides students a coherent overview of both classic and
contemporary data on the nature of cognition that spans a broad spectrum
of subjects. The main objectives are to familiarize the students with the
critical evaluation of experimental data and their relations to current models of
human cognition, prepare the students for advanced study in specialized areas of
cognitive psychology. This course provides an overview of cognitive
psychology, which is a laboratory-based science investigating the mental
processes that allow us to perceive the world around us, attend to certain parts
of it, store information for later retrieval, interact with other human beings
through the use of language, and make decisions before performing actions. The
study of cognition relies heavily on experimental research designed to test
models and theories of cognitive processes, and we will explore both
behavioral and neuropsychological approaches to data and theory. Topics will
include attention, perception, multiple memory systems, encoding and retrieval
processes, the role of knowledge, language, and reasoning.

Contents

1 Orientation to Cognitive Psychology

2 Antecedents of cognitive psychology, Emergence of cognitive psychology,
Research methods, key issues and paradigms within cognitive psychology,
Computer models of information processing and human cognition
3 Attention and Consciousness
4 Stages of processing, models of attention, Selective and divided attention,
Attention models and consciousness, Preconscious processes, Controlled versus
autonomic processes, Habituation, Cognitive neuroscientific approach towards
attention and consciousness
5 Perception
6 From sensation to representation, Classic models of perception, Contemporary
theoretical approaches to perception, Bottom-down approaches, Top-down
approaches, Computational theory, spatiotemporal boundary formation theory,
Marr’s theory, Object recognition processes, Deficits in perception.
7 Knowledge
8 The mental representation of knowledge, Mental manipulation of images,
Synthesizing images and propositions, Spatial cognition and cognitive maps,
organization of declarative knowledge, Representation of procedural knowledge,
Integrative models of declarative and procedural knowledge.
9 Problem Solving and Creativity
10 Analyses of the problem-solving, problem-solving cycle, Types of Problems,
Obstacles, and aids in problem-solving, Expertise, knowledge, and problem solving,
Creativity, Structures of problems involving creativity, Process of creative
problem- solving.
11 Decision Making and Reasoning
12 Judgment and decision making, Types of reasoning, Inductive reasoning,
Deductive reasoning, approaches to the study of reasoning and decision making,
Cognitive illusions in decision making.
13 Note: The students have to perform experiments as prescribed by the teacher concerned.

Recommended Text

1 Galotti, K. M. (2013). Cognitive psychology in and out of laboratory (5th ed.).

Publisher: Vicki Knight.
2 Robert, J. S., & Karin, S. (2016). Cognitive psychology (7th ed.). Nelson Education,
Ltd.

Suggested Readings

1 Sternberg, R. J., & Sternberg, K. (2012). Cognitive psychology (6th ed.). Belmont,
CA: Wadsworth.
PSYC-6125(a) Thesis/Research Project 3 (3+0)

Psy-6125 (a) and Psy-6125 (b) (Thesis) aim to provide students with the opportunity to Carry
out independent and sustained research under appropriate supervision, develop advanced research
skills and techniques, present their findings in scholarly documented form and make an
independent contribution to learning, or offer a critical perspective on existing scholarship or
methodology. Thesis as course Psy-6125 (a) and Psy-6125 (b) in the seventh and eighth
semesters will be assigned as compulsory with an aim to provide students with the opportunity to:

• Carryout independent and sustained research under appropriate supervision.

• Develop advanced research skills and techniques.
• Present their findings in a scholarly documented form.
• make an independent contribution to learning or offer a critical perspective on existing
scholarship or methodology.
EDUC-5208 Art, Craft And Caligrapghy 3(3 +0)
COURSE DESCRIPTION:
The Art, Craft, and Calligraphy course will help prepare Student Teachers to teach these subjects in
the elementary grades. It provides Student Teachers with an opportunity to develop their knowledge
and understanding of art, crafts, and calligraphy (with a focus on Pakistani artists, calligraphers, and
craftsmen and women) and to practice making their own works using a variety of techniques. Given
that this is a teacher education course, Student Teachers also examine the role of art in child
development; the importance of art, craft, and calligraphy in the curriculum; and the links between
art, crafts, and calligraphy and other subjects such as science, math, and social studies. Student
Teachers will have learned about lesson planning, classroom assessment, and classroom
management in other courses; in this course they will focus on these three skills as they apply to
teaching and learning art, crafts, and calligraphy in the elementary grades. This course will
develop and broaden critical and creative thinking skills, understanding of and appreciation for the
visual arts and culture and increase participant‘s proficiency in visual art techniques and processes.
Participants will get an opportunity to explore various visual art forms and techniques in this course
through the elements and principles of art and design.

COURSE OUTCOMES
By the end of the semester participants will be able to:
Explain the importance of art education and its role in child development
especially for nurturing creativity, enhancing aesthetic sense and stretching
imagination.
Use tools and materials in art more skillfully
Use of an art journal on their own artistic ideas and thoughts for refining their teaching
as an art teacher
Recognize and appreciate artists, art styles, and artwork
Reflect and participate in art critiques as a critic and as an artist
Initiate independent projects that allow personal interpretation and self-expression
Identify links between art and other school subjects
LEARNING AND TEACHING APPROACHES
Participants will engage in instructional activities using a greater variety of materials
and/or combination of materials. It will provide opportunities for participants to explore
their abilities
to transmit forceful and meaningful ideas in a variety of media to a two- dimensional surface
based on their previous experiences. Participants would be encouraged to use sketch books to
note information and develop ideas, make use of a good variety of media to illustrate art history
lessons, e.g. teacher can explore and experiment with different mediums to illustrate her ideas,
she can develop a time line mural, explore low cost materials for making cave arts etc
develop
skills in note-making when viewing reproductions of the work of artists and designers; set
regular assignments for homework which require personal research. Variety of teaching
and learning approaches would be used e.g. the museum visit/ report and the research
project,
glossary, handouts.

EXAMPLE ASSIGNMENTS

These are examples of the types of assignments you might be given. Your instructor will
tell you more about course assignments.

Visit an art gallery or museum. Ask students to select three pieces of work. If
possible, they should photograph the work and then write about why they like the
piece.

Work with a group of children in elementary grades to make simple puppets.

Help them prepare and stage a short puppet show.

Prepare a variety of objects for use in an elementary grade classroom using junk or
 recycle- able materials. Explain how they might be used.

Plan an art activity for children in elementary grades. Tryout the activity at school and
ask one of your peers to observe and give feedback at the end of the lesson. Write a
reflection about your experience teaching the lesson – including observations from your
peers.

As part of learning about a particular school of painting, prepare an artwork ‘in the
style of’
that school.

Interview a local artisan e.g. a weaver, a potter, a woodcarver to find out more
about their work. Prepare a video, a photo display or poster about their work, with a
commentary.

COURSE GRADING POLICY

Multiple variety of assessment will be used in the course. By using multiple forms of
assessment, the instructor will have many windows on the knowledge, skills and dispositions
of prospective teachers. The total grade determined by examinations will not exceed 20% of
the
course grade. Prospective teachers are expected to be present in class, engage with activities
and discussion and complete course assignments. The course instructor will tell you how the
course will be graded and which assignments will be graded.
COURSE OUTLINE

Unit 1: Introduction to Arts, Crafts & Calligraphy (2 Weeks)

Week 1 What are Arts, Crafts and Calligraphy?
The role of the teacher in teaching art
Influence of the arts in children’s development
Week 2 Calligraphy- The emergence of Islamic calligraphy
Ceramics and Sculpture
Puppetry in Pakistan

Unit 2: History and Culture

Week 3 Indus Civilizations
Exploration of history through a museum visit
Art and Architecture (From Indus to Mughal)
Week 4 Islamic Art and Calligraphy (Introduction of art and craft and calligraphy /origin
from Persian artist and their calligraphy)
Pakistani Calligraphers ( Anwar Jalal Shimza, Rasheed Butt, Hanif
Ramy, Zahoor-ul- Ikhlaq, Arshad, Sadqain, Shakir Ali, Gul gee, Aslam
Kamal)
Review of this unit

Unit 3: History and Culture

Week 5 Introduction to the Cubism Understand the Cubism

Pakistani Artist‘s ( worked in Realism e.g. Shakir Ali Mansoor Rahi)
Week 6 Intro about Realism
Pakistani Artist‘s work in Realism
(Ali Imam, M. Husain, Hanjra, Khalid Iqbal, Ana Molka) Hands-on activities
 Week 7 Abstraction
Origin and History of Abstract art
Explore the work of Pakistani artists in abstract (Ahmed Pervaiz, Lubna
Latif, Maqsood Ali, Anwar Maqssod Hameed Ali)
Hands-on activities

Week 8 Indigenous art

Pottery, ceramics, textile etc. Hands-on activities
Week 9 Art Across the curriculum
Ideas to integrate art with languages, science, social studies, mathematics etc.
Teachers will be facilitated to learn how illustrations, drawings and craft work can
be used to understand and express the concepts of science, maths, social studies
and skills in languages
Hands on activities and conclusion
Week 10 Unit 4: Elements of Art & Principle of Design
. Understanding elements of art (line, Shapes, color, texture, and space and volume)
. The importance of lines and its use in artwork
. Kinds of lines
. Use of color (Color wheels, tints, tones and
shade) .

Use of Space and value in 2D and 3D art Texture

Week 11 Use of Space and value in
2D and 3D art Texture
(Natural and man- made)
Introduction of Principle of Design (unity, variety, balance, contrast, emphasis,
and pattern and proportion)
Week 12 Drawing/ technique of rendering
Still life
Painting
Week 13 Printing
Pattern making
Shapes- organic and geometrical shapes
Week 14 Sculpture
Landscape
Stick Drawing and conclusion and review of the unit
Week 15 What is assessment in art curriculum?
How and why we assess creativity?
Review the recommendations proposed in the national curriculum grades
Week 16 Design rubric/checklist for portfolio
Set criteria for presentation/display/ peer and self-assessment etc.
Conclusion and review of whole unit

Recommended Texts

1. Razzak, A. (2018). Children and Art- Status of art education in Pakistan.

Germany: VDM.

Suggested Readings

1. Craig Roland, C. (2016). Young in art: A developmental look at child art. Retrieved from
 www.artjunction.org
2. Menzer, M. (2015). The arts in early childhood: social and emotional benefits of arts
participation. national endowment for the arts. Retrieved from
https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf
 PSYC-6132 Forensic Psychology 3 (3+0)

This course evaluates the major theories and fundamental concepts in criminology
and criminal justice. In this course, we will be working to demonstrate the influence
that psychological research can have on the criminal justice system. We will cover
topics ranging from the psychology of criminal behavior to the processes involved
in the criminal justice system, to the varying degrees of validity and reliability
that come with testimony and criminal defenses. The goal of this course is to
illuminate how the field of psychology c an inform the criminal justice system and
the policies developed by that system. This course is designed to achieve the
following goals; to survey the major areas of interests shared by psychology and
the law, to become familiar with the types of forensic evaluations conducted in
criminal and civil cases, to become familiar with the landmark legal cases that
impact forensic psychology

Contents

1 Introduction to Forensic Psychology: History of Forensic

Psychology; Defining Forensic Psychology; Legal Research for the
social scientist
2 Applying Psychology to Civil Proceedings
3 Understanding Adult Domestic Law Issues;
4 Understanding Child; Domestic Law Issues;
5 Conducting Personal Injury Evolution;
6 Personality Assessment in Personal Injury Litigation
7 Applying Psychology to Criminal Proceedings
8 Evaluating eyewitness testimony in Adults & children; Competency to
Stand Trial; Insanity Defense; Specific intent and Diminished capacity;
9 Probation and Parole
10 Special Applications
11 War against terrorism, Violence Risk Assessment; Psychology and
Law Enforcement; Polygraph Testing, strategies for tolerance and
peace
12 Communicating Expert Opinions: Writing Forensic Report; Serving as an expert witness
13 Interviewing with Offenders
14 Punishments and alternate routes to crime prevention;
15 Practicing psychology in Correctional settings; Psychotherapy with criminal offenders
16 Professional Issues
17 Practicing Principled Forensic Psychology; legal, ethical and moral consideration;
18 Training in Forensic Psychology

Recommended Text

1 Weiner, B. A., & Otto, R. K. (2013). The handbook of forensic psychology (4th
ed.). New York: Wiley.
2 Bartol, C. R., & Bartol, A. M. (2019). Introduction to forensic psychology (5th
ed.). Thousand Oaks, CA: SAGE Publications. ISBN: 9781506387246

Suggested Readings

1 Costanzo, M., & Krauss, D. (2017). Forensic and legal psychology:

psychological science applied to the law (3rd ed.). Boston: Worth Publishers.
2 Bartol, C. R., & Bartol, A. M. (2016). Criminal behavior: A psychological
approach. (13th ed.). New Delhi: Pearson.
3 Melton, G. B., Petrila, J., Poythress, N. G., Slobogin, C., Otto, R. K., Mossman, D.,
& Condie, L. O. (2017). Psychological evaluations for the courts: A handbookfor mental
health professionals and lawyers (14th ed.). New York: Guilford Publications.