M.Sc.

Psychology

Scheme and Syllabus

School of Distance Education

Andhra University, Visakhapatnam, Andhra Pradesh

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 M.Sc. PSYCHOLOGY (PREVIOUS)

01 Paper – I Psychopathology
02 Paper – II Social Psychology
03 Paper – III Principles of Psychology
04 Paper – IV Research Methodology
05 Paper – V Experimental Psychology and Psychological Assessment

M.Sc. PSYCHOLOGY (FINAL)

01 Paper – VI Paper – VI: Industrial and Organizational Psychology
02 Paper – VII Paper – VII: Counseling Psychology
03 Paper – VIII Paper – VIII: Clinical Psychology
04 Paper – IX Paper – IX: Psychology of Life Span Development
05 Paper – X Paper – X: Health Psychology

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M.Sc PROGRAMME OUTCOMES

1. Advanced knowledge base in Psychology: Students acquire knowledge of key concepts,

theories and findings in three broadly defined areas of psychology such as Social,
Cognitive & Developmental Psychology, and physiological psychology

2. Students will demonstrate basic competency in applied psychology and counselling

theories

3. Students will receive a high quality education in the diverse discipline of Psychology, and
learn the skills in communication and critical thinking expected of an individual with
graduate-level scientific training. Graduates will complete and defend an empirical thesis.

4. Students are exposed to high-level applied, active learning experiences in psychology

involving clinical practice: students will get exposure through internships, practicum
placements, as well as expected participation in scientific meetings and publication.

5. Gaining practical knowledge in counselling, psychometric testing and related skills:

Students acquire the skill of applying counseling technique in practical problem like
school, marriage, teenage, career etc.

6. To develop building counselling psychologists who will be able to understand and

demonstrate behaviour, have attitudes in the basic areas of professional counseling

7. Post Graduates acquire efficiency in spoken and written communication with the use of
befitting technology to succeed in course research goals, vocational presentations and
interviews.

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SPECIFIC OUTCOMES OF MSc PSYCHOLOGY

1. Psychology is to provide a course of study that reflects both breadth and depth in the field
of psychology

2. Students will recognize, compare, and apply the core domains of psychology.

3. Acquaint with contemporary trends in industrial/research settings and thereby innovate

novel solutions to existing problems.

4. Use descriptive and inferential statistical methods to describe and evaluate empirical data.
Interpret and produce graphical representations of data.

5. Students will demonstrate breadth of knowledge of a variety of psychotherapy theories and

their role in different fields of counselling

6. To demonstrate the technical skills and ethical decisions appropriate for the wholistic
professional development in the field.

7. Students will demonstrate understanding of different assessment devices and strategies for
assessing client outcome over the course of treatment.

8. Students of the program will acquire a base of knowledge about the practice of I/O
psychology by applying the concepts of I/O psychology to the functioning of
organizations.

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 PREVIOUS

Paper-1

COURSE: PSYCHOPATHOLOGY

COURSE OBJECTIVE:

 Understand the issues involved in defining normal and abnormal behaviour

 Describe the scientist-practitioner approach to psychopathology.

 Describe on categories of focus underlying the study and discussion of psychological

disorders.

COURSE OUTCOMES:

CO -1 Become acquainted with the concepts, trends, perspectives in psychopathology.

CO-2 Evalute the classification and diagnostic system of DSM 5 develop knowledge of
etiological factors of disorders.

CO-3 Illustrate understanding of symptoms of epidemiology of disorders.

CO-4 Establish comprehension and application of therapeutic modalities for psychopathology.

Unit-I

Definition of the field of Psychopathology

Defining psychological abnormality. Deviance, Distress, DysfunctionDanger
Psychopathology: Past and Present. Ancient views and treatments, MiddleAges, the 19th Century
reform and Moral treatment. Current trends Classification of Mental Disorders. Who’s, ICD,
APA’s, DSM IV

Unit-II

Causes of Psychopathological behavior: Necessary, sufficient and contributorycauses, Diatheses Stress

model, Biogenic, Psychogenic and Sociocultural causes.
Unit-III
Patterns of Abnormal Behavior.
Disorders evident in Infancy, childhood and adolescence: Mental

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Retardation, Learning disorders, Autism, Attention-Deficit and Disruptive Behaviordisorders, Feeding and
Eating disorders of infancy and early childhood
Unit-IV
Common mental disorders.
Anxiety Disorders. Panic disorder, Obsessive Compulsive disorders, Generalized Anxiety
disorder, Phobias, Posttraumatic stress disorder andAcute Stress Disorder, Somatoform
Disorders, Somatization disorder, Conversion disorders, Hypochondriasis, Somatoform disorder,
Dissociative Disorders. Sexual and Gender Identity Disorders
Eating Disorders, Sleep Disorders, Impulse Control Disorders, Adjustment Disorders,
Psychological factors Affecting Medical Condition,Personality Disorders.
Unit-V
Severe mental disorders:
Cognitive Disorders: Delirium, Dementia, Amnesia, Schizophrenia and otherSchizophrenia and other
Psychotic Disorders.
Mood Disorders: Major Depression and Bipolar Disorder.Substance Related
Disorders.
Psychopathology - Indian Perspectives

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Paper-II

COURSE: SOCIAL PSYCHOLOGY

COURSE OBJECTIVE:

 Demonstrate social psychological principles to real -world issues

 Become familiar with social psychological literature through independent reading and

writing assignments.

 Apply social psychological theories and principles to your everyday behavior

 Integrate different perspective discussed in class to explain human behavior in everyday

life

COURSE OUTCOMES:

CO-1 Develop an awareness of nature, emergence and growth of social psychology.

CO-2 Illustrate the relationship between non verbal communication and social perception.

CO-3 Learn how one forms attitudes and conceptual application of the knowledge to self and
others.

CO-4 Explain the underlying constituents of persuasion and the application of the knowledge
in understanding persuasive behaviour.

CO-5 Have a comprehensive understanding of group and cultural influences on behaviour and
social roles

Unit - I
The definition of the field of social Psychology
History of social Psychology and Social Psychology in India
Research Methods in social Psychology: Systematic observation, correlationmethod
and the experimental method.

Unit - II
Social Perception

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 Nonverbal communication. Attribution impression formation and management. Social
cognition. Affect and cognition Schemes and stereotypes.
Interpersonal, attraction. Friendship, love and relationships.

Unit - III
Attitudes Definition formation of attitudes, theories of attitude change, prejudice and
discrimination

Unit - IV
Social influence conformity compliance obedience Prosocial behavior, helping,
Intervening and resisting temptation.
Aggression : Nature, Causes and control.

Unit - V
Groups and individuals. Effect of groups on Individuals performance,Co-
ordination in groups, decision making by groups.
Social Psychology in Action
Applying social Psychology to the would of work - Job satisfaction,Organizational behavior and
leadership

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Paper-III

COURSE: PRINCIPLES OF PSYCHOLOGY

COURSE OBJECTIVE:

 Students will demonstrate acquisition of both factual knowledge and the ability to
conceptualize.
 Demonstrate and apply this knowledge to their own behaviour, to ways of interacting
with others, and to their roles in culture and society.
 Students will understand and be able to apply principles of the scientific method and
critical thinking.
 Students can identify how psychologists study human behaviour and how this knowledge
can be used to explain, predict, and influence behaviour

COURSE OUTCOMES:

CO-1 Critically analyze the philosophical roots of psychology

CO-2 Compare and contrast the schools of psychology and their impact on the development.

CO-3 Identify and outline the theoretical perspectives underlying emotions.

CO-4 Illustrate and categorize the theories that examine the nature and implications of
motivation Critically examine the different designs of personality theories and their
application.

Unit-I
Evolution of scientific method in psychology – Definition of science. Psychology within the frame
work of science – Assumptions of Psychology as natural science and as social science.
Philosophical antecedents: Classical Greek thought (Plato and Aristotle); continental Renaissance
(Descartes); British empiricism and associationism (Locke and Mill); Nativism (Kant).
Physiological antecedents: Sensory physiology, neurology; beginnings of experimental tradition:
Psychophysics – the work of Helmholtz, Fechner and Wundt
Emergence of Schools of Psychology

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 UNIT – II :
Issues in sensation: Color vision, visual acuity, light and dark adaptation, flicker function issues in
perception: Perception of color, movement, depth, perceptual constancy. Visual illusions, attention
and reaction time.
UNIT – III :
Emotion: Theories of James – Lange, Cannon-Bard and Schachter
Motivation: Biological drives and psychological motives; theories of Freud, Maslow and McClelland.

UNIT-IV :
Learning: Classical and operant conditioning, social learning.
Issues in verbal learning: Meaningfulness of material, whole VS part method, active recitation,
transfer of training.
Memory and forgetting: The work of Ebbinghaus, methods of measurement, short-term and longterm
memory, semantic and episodic memory.
Thinking: Concept formation; language acquisition; creativity
The work of Piaget
UNIT – V :
Personality: Theories
Psychoanalytic: Freud, Jung and Adler
Type and trait approaches: Eysenck and Cattell Developmental
approach: Erikson
History of Psychology in India
Pre-independence phase, post independence phase, problem-oriented research, and Indigenization.
Current problem areas

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Paper-IV

RESEARCH METHODOLOGY

COURSE OBJECTIVE:

 Students should understand a general definition of research design.

 Students gain the ability choose methods apropriate to reasearch aims and objectives
 Students should be able to identify the overall process of designing a research study from
its inception to its report.
 Students should be familiar with ethical issues in educational research, including those
issues that arise in using quantitative and qualitative research.

COURSE OUTCOMES:

CO-1 Identify and discuss the role and importance of research in social science.

CO-2 Demonstrate their understanding and ability to implement basic and applied research
designs.

CO-3 Establish knowledge of the range of analytical, statistical techniques that are used in
psychological research.

CO-4 Recognize of psychological research.

CO-5 Awareness of ethical issues involved in psychological testing.

I. Variables a) Quantitative & Qualitative Variables.

b) Independent Variables
c) Independent variables
2. Experimental Control a) Independent Variable control
b) Determining and controlling Extraneousvariables
3. Sampling a) Probability sampling methods
b) Determining and controlling Extraneousvariables.

4. Problem and Hypothesies a) Observation

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 b) Interview
c) Questionnaires
d) Rating Scales
6. Types of Research a) Experimental Research, Laboratory Experiments, Field
experiments
b) Non experimental research- field studies, export facto
research, Survey research, content Analysis, case studies,
Ethonographich studies.
II 1Measurement and a) Types of Scales
Description data b) Graphic representation of data
c) Measures of Central Tendency and Variability
2. Normal Probability a) Characteristics, deviations and applications of normal
probability curve.
b) Standard Error for measures of central tendency and
variability
c) significance, one tall, two tall tests, type-1, type-2 Errors.
3. Correlations a) Pearson’s product moment correlation
b) Rank order correlation
c) Partial correlation
d) Multiple Correlation
4. Regression and Prediction
5. Non Parametric test Chi Square, Sign test, Median test, Sign Rank test
III. 1 Between subject designs a) Two randomized group designs
b) More than two randomized group design.
c) Factorial Design
d) Matched group designs.
2. Within subject designs a) Two conditions
d) Reversal Design
c) Evaluation
3. Single subject research a) Withdrawal design
b) Reversal design
c) Changing criterion designs
d) changing criterion designs
e) Evaluation
4. Ethicial issues in experimentation, biases and artifacts
IV. 1. Type construction
A. a) theory of test scores- true scores, error scores
b) item selection
c) item writing –essay items, objective items, multiple choice
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 items
d) item analysis – item difficultly, index of discrimination
e) speed and power problems
B. a) Reliability : types of reliability, factor’s influencing
reliability
b) validity: Types of validity factors influencing validity
c) Relation of reliability to validity
d) Norms: Types of Norms, in developing norms.
e) Responses sets in tests Scores: Meaning and types of
responses sets. Implications and elimination of responses
sets.
2. Scaling techniques a) Psycho Physical scaling methods
V. (A) abiligy Testing:
1. Individual tests:
Standard – Binet intelligence scale, The weschier scales
2. Individual tests :
Standard – Binet intelligence scale, The weschier scales
3.Tests for Special Population :
Infant and Preschool Testing, Assessment of mentally regarded, testing persons with physical
disabilities multicultural testing.
4.Group testing :
Group tests versus individual tests, multiveal battaries measuring multiple aptitudes.
5. Nature of Intelligences :
Meaning of an I.Q. Heritability and Modiability motivation and intelligence, theories of
intelligence.
1. Psychological issues in ability testing :
Meaning of an I.Q. Heritability and modifiability, Motivation on intelligence. Theories
of intelligence in early childhood, problems in the testing of adult intelligence,
population changes in intelligence test performance intelligence tests as a clinical
instruments.
(B) PERSONAULITY TESTING :
1. Self Report Personality Inventories.
Content Rotated Procedures, Empirical Criterion Keying- MMPt.CPI, 16PF, HSPQ
etc. Personality Theory in Test Development, test aiding Attitudes and Response Biases,
CurrentStatus of Personality Inventories.
2. Measuring Interests and Attitudes.
Interest Inventories : Current Setting. The strong interest inventory (SSI), Some significant
trends, Opinion surveys, Attitude Scales, Locus of control.
3. Projective Techniques :

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 Nature of Projective Techniques inkblot Techniquies Pictorial Techniques, Verbal
Techniques, Autobiographical Memories. Performance Technique. Evaluation of
ProtectiveTechniques.

(C) APPLICATION OF TEST

1. Major contents of current test use
a) Educational testing
b) Occupational Testing
c) Test use in clinical and Counseling Psychology.
2. Ethical and Social consideration in testing
a) Ethical Issues In Psychological Testing and assessment
b) User Qualifications and Professions Competence.
c) Confidentially
d) Communicating test results.
Testing Diverse populations.

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Paper-V

EXPERIMENTAL PSYCHOLOGY

COURSE OBJECTIVE:

 Introduce students to the principles and practice of psychological assessment.

 Focus on a small number of widely used norm-referenced tests of intellectual ability,
 Work aptitudes, personality, vocational interests, attitudes and values,
 Write clear cogent summaries and interpretation /analysis of results in APA style

COURSE OUTCOMES:

CO-1 Analyzing the principals and practice of psychological testing.

CO-2 Demonstrate competence in selection, administration and scoring of assessment

measures

CO-3 Demonstrate knowledge and competence of in drawing inferences from the results

A: Experimental Psychology Practical’s

At least 6 experiments in the following list have to be conducted anddetailed reports of the same
have to be written.
1. Perceptual constancy of size as a function of distance cues using the method ofaverage
error.
2. Effect of practice on space perception using Wiggly Blocks.
3. Assessment of Extrasensory Perception byTelepathic, Clairvoyant and Precognitiontests.
4. Comparison of speed for discriminative and choice reaction time.
5. Effect of muscular tension on mental work.
6. Fluctuation in efficiency of continuous work.
7. Transfer of learning and interference effects (PI and RI) in verbal paired - associatematerial.
8. Span of attention for unconnected letters and words Vs connected letters and words.

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 9. Retention for completed and interrupted tasks.
10. Types of errors identifiable in rational learning tests using Peterson’s Test of Rational
learning.
11. Assessment of memory using recall, recognition and relearning tests, serial positioneffects in
free immediate and delayed recall.
12. Verbal concept formation using geometrical designs.
13. Assessment of abstract concept formation using Hanfmann - Kasanin Blocks.
Effects of set in solving verbal and numerical problems.

Part – B: Psychological Assessment Practicals

At least 8 experiments in the following list have to be conducted and written witha minimum of two
from each unit.
Unit I: Ability Tests
1. Raven’s Standard Progressive Matrices test.
2. Wechsler’s Adult Intelligence scale (WAIS).
3. Wechsler’s Intelligence Scale for Children (WISC).
4. Bhatia’s Battery of Intelligence tests.
5. Malin’s WISC Indian adaptation.

Unit II: Aptitude and Interest tests

1. General Aptitude Test Battery.
2. Differential Aptitude tests.
3. Thurstone’s Interest Schedule.

Unit III: Personality and Adjustment scales

1. Eysenck’s Personality Inventory.
2. Cattell’s 16 Personality Factor Questionnaire (16PF)
3. Bell’s Adjustment Inventory.
4. I PAT Anxiety Scale.
5. High School Personality Questionnaire (HSPQ).
6. Minnesota Multiphase Personality Inventory (MMPI).

Unit IV: Projective tests.

1. Thematic Apperception Test (TAT).
2. Children’s Apperception Test (CAT).
3. Rorschach Inkblot test.
4. Rosenzweig Picture Frustration test.

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5. Rotter Incomplete Sentence Blank.

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 FINAL

Paper-VI

INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY

COURSE OBJECTIVE:

 To help the students to develop cognizance of the importance of human behavior

 To enable students to describe how people behave under different conditions and
understand why people behave as they do
 To provide the students to analysis the specific strategic human resources demands for
future action
 To enable the students to synthesize related information and evaluate options for the
most logical and optimal solution

COURSE OUTCOMES:

CO-1 Describe major topics and subspecialties including critical theory and research finding
that have defined the field of I/O psychology

CO-2 Describe the complicated systems of individual and group psychological processes
involved in the world of work

CO-3 Connect the basic principles of I/O psychology to personnel and human resources
management within the organization

CO-4 Describe the ways in which individual career choices and work-lefe success can be
improved through the benefits of I/O psychology.

CO-5 Demonstrate readiness to pursue life-long learning through continuing education,

scholarship, service, and participation in professional organizations.

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UNIT -1 FOUNDATIONS OF I/O PSYCHOLOGY
Definition, Nature and Scope of I/O psychology. Role and
Functions of an I/O Psychologist.
Historical approaches. The early pioneers, Organizational
Specialists, Scientific management, Human relations movement and the Hawthorne
studies. Emerging perspectives. Systems view, Contingency view, and interactional
view.

UNIT -11: INDIVIDUAL DYNAMICS AT WORK

Perception: Nature, Perceptual organization, Factors influencing perception: Attribution

process and blas
Values and Attitudes: Work values. Attitude formation and attitude change
Personality: Nature of personality. Personality factors influencing behaviour at work-
locus of control, achievement motivation, authoritarianism, self- esteem,
Machiavellianism, Self-monitoring and risk taking.
Motivation: Nature and characteristics of motivation. Theories of motivation -Maslow,
McCleland, Herzberg, Adams and Vroom
Job satisfaction - Meaning of job satisfaction. Models of job Measurement of job
satisfaction.. satisfaction.

UNIT III: GROUP DYNAMICS AT WORK BEHAVIOUR

Foundations of group behaviour. Definition and importance of groups, types of groups.

Group decision-making techniques, advantages and disadvantages of group decision
making.
Leadership: Definitions and significance. Theories of leadership - trait, behavioural, style
and contingency theories.
Communication: Nature, significance objectives and goals of communication. Model of
communication. Barriers of communication.
Inter group conflict: Nature of conflict, levels of conflict, stages of conflict. Strategies
for managing intergroup conflict.
Power and politics. Definition of power. Bases and sources of power. Politics: Definition
and reality of politics, Factors contributing to political behaviour.

UNIT IV: ORGANIZATIONAL DYNAMICS OF WORK BEHAVIOUR

Organizational structure. Components Complexity. Formalization and Centralization.

Basic organizational concepts-division ofb labour, Unity of command, authority and
responsibility, span of control, departmentalization
Organizational change. Forces for change-people, technology and environment.
Resistance to change-Individual and organizational sources. Overcoming resistance to
change. Management of organizational change
Organizational development. Definition ana scope. Intervention programs-
Reorganization, Goal setting, quality of work life programs, Task redesign, technological

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implementation, training, management development programs, team building and survey
feedback

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 FINAL
Paper-VII
COUNSELING PSYCHOLOGY
COURSE OBJECTIVE:

 Students should be familiar with the major counseling approaches categorized as

humanistic experiential, learning/cognitive, and psychoanalytic/psychodynamic.
 Students should be able to demonstrate knowledge of the therapist’s role and the values
which the therapist conducts counseling.
 Facilitating behavioral change.
 Helping improve the client's ability to both establish and maintain relationships.
 Helping enhance the client's effectiveness and their ability to cope

COURSE OUTCOMES:

CO-1 Identify of counseling as a profession emerged

CO-2 Have awareness of the required training and skills to pursue counseling as a profession
CO-3 Acquire comprehensive Identify of the many theoretical approaches to counseling
CO-4 Gain an exhaustive knowledge of the process of counseling and display the practical
application of the same
CO-5 Recognize the needs and fields of counseling

Unit-1

Introduction to the field of Counselling Psychology

Definition of counselling
Historical origins of counselling
Similarities and differences with psychotherapy
Characteristics of effective counselors
Ethical issues

Unit-II
Nature and characteristics of the counseling process
The counseling relationship
Relationship techniques: Rapport, Acceptance, Reassurance Special relationship problems:
Resistance, transference, counter transference

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 Stages in counseling
The impact of client dynamics and conflicts Counselling skills: Attending behaviour,
Questioning skills, Observation skills, Noting and reflecting feelings, Encouragers and
paraphrases, Interpretation

Unit-III

Techniques of behavioural counselling

Principles of conditioning Techniques of cognitive-behavioural counselling
Identifying cognitive distortions
Change strategies based on cognitive principles

Unit-IV

Counselling for specific groups and settings

Counselling children with behavioral
and learning problems
Counselling in educational setting
For educational guidance and career counselling

Unit-V

Counselling for special problems

Counselling for anxiety and stress
Counselling for depression
Counselling for alcohol dependence
Counselling for marital problems Counselling in the work place: Absenteeism, Accidents

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 FINAL
Paper-VIII
CLINICAL PSYCHOLOGY
COURSE OBJECTIVE:

 To develop the skill of plan , conduct, evaluate in areas relevant to clinical psychology
 Understand the theories and practice of clinical psychology
 Understand and evaluate the clinical disorders

COURSE OUTCOMES:

CO-1 Demonstrate breadth of knowledge of a variety of psychotherapy theories and in-depth

knowledge of one chosen theory of intervention

CO-2 Demonstrate knowledge of empirically supported clinical interventions and evidence

ability to select treatments for individual clients given this literature

CO-3 Develop the skill of the ability to synthesize contextual and cultural variables into
presentations of client materials

CO-4 Effectively respond to queries about clinical material and engage in discussions about
their clients with supervisors and peers.

CO-5 Identify the different assessment devices and strategies for assessing client outcome over
the course of treatment including standardized idiographic approaches.

Unit-1:
Introduction to the field
What is clinical psychology
Historical Development of the field and Responsibilities of clinical psychologist Ethical
issues
A concept of psychological health and abnormality
A Framework for understanding human functioning and disorder
(a) Some orienting assumptions
(b) Perspectives Motivational, Structural, Developmental, Adapational,
Biological Causative models in Clinical Psychology, Information, Biomedical and Psychological
models.

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Unit - II

Psychological Assessment - I Gathering Information

Nature and Purpose of Psychological Assessment
The Clinical Interview
The Case - History Method
Mental Status Examination
Methods and types of Observation
Writing up a Case - History
Unit - III
Psychological Assessment - II: Tests
Domains of Psychological assessment:
Cognitive Assessment:

(1) WISC (2) WAIS (3) Bender Visual - Motor - Gestalt Test
(4) Weschsier Memory Scale.
Development, Adjustment and Clinical Symptomatology
(1) Bells Adjustment Inventory (2) Vineland Social Maturity Scale

(3) General Health Questionnaire (4) State Trait Anxiety Scale (5) MMPI

Personality Self-Report and Projective Techniques:

(1) 16 PF (2) EPQ (3) Rorschach (4) TAT 5) House Tree Person test.

Unit - IV:

Psychotherapeutic Methods
Models of Psychotherapy
Psychoanalytic/Psychodynamic
Cognitive Behavioural
Humanistic Existenial
Family and Group Therapy

Unit - V:
\Community Psychology

Growth of the field

The Concept of Prevention
Crises Intervention
Mental Health Education

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 FINAL
Paper-IX
LIFE SPAN DEVELOPMENT

COURSE OBJECTIVE:

 Define and identify key concepts in multiple areas of lifespan psychology including
concepts, facts and theoretical perspectives.
 Identify how interactions among hereditary and environmental influences impact
development across lifespan
 Demonstrate knowledge of and explain concepts related to lifespan development.
 Apply lifespan psychological concepts to the solutions of current issues and problems,
such as, ethics, parenting, discipline, divorce, midlife crisis, dual-income families, aging
and /or evaluation of presentation

COURSE OUTCOMES:

CO-1 Elaborate the life span development

CO-2 Explaining the role of genes in pre natal development

CO-3 Illustrate theoretical contributions of personality and social development

CO-4 Analyze the emotional, social and moral development during middle childhood

CO-5 Able to explain the various developmental changes occurring in yours adulthood

UNIT: I Definition and periods of the life-span

Aspects of development correlated to Life-span periods
Individual differences in Development and the types of influences which effect
development
Lifespan Development Research Methods and Ethics of Research
Important theoretical perspectives:-
(a) Psychoanalytical perspective
(b) Behavioristic Social learning perspective and the
(c) Humaristic self-realization perspective

UNIT: II Fertilization, pre-natal development and birth

The Neonate and Development during the first three years of life
Early Childhood-physical development - intellectual development through cognitions,
perceptions and symbols
Development of language and competence

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 Differences in personality development - family, child rearing and personality
development in childhood
Aspects and issues of personality development ie gender, fears, aggression, altruism and
play
Middle Childhood
(a) Physical and Intellectual developments
(b) Nutritional growth
(c) Cognitive and moral development
(d) Development of self-concept
(e) Common childhood emotional disturbances

UNIT-III

Adolescence-physical and intellectual development, maturation and psychological impact

Health concerns of adolescence
(a) Nutrition and eating disorders
(b) Use and abuse of drugs
(c) Sexually transmitted diseases
Personality development in adolescence

(a) Relationship with parents

(b) Relationship with peers and

(c) Achieving sexual identity

Problems of adolescence - pregnancy, delinquency

UNIT-IV : Adulthood Young Adulthood - Physical and intellectual development

Personality Development
(a) Normative crisis model and

(b) Timing of events model

How intimate relationships affect personal lifestyles

(a) Love
(b) Marriage

(c) Divorce

(d) Single life

(e) Cohabitation

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 (f) Sexuality

(g) Parenthood

(h) Remaining Childless

(1) Friendship
Middle Adulthood
(a) Physical changes
(b) Health status and problems

(c) Intellectual changes - the adult leamer

(d) Occupational stress
(e) Personality and social development

UNIT-V: Late Adulthood: Physical and intellectual development

Work and Retirement

Aging and personal relationships in late life

Facing death and bereavement

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 FINAL

Paper-X

HEALTH PSYCHOLOGY

COURSE OBJECTIVE:

 Understanding behavioral and contextual factors for health and illness

 Preventing illness investigating the effects of disease
 demonstrate comprehensive knowledge about the key theories , their applications and
interventions
 Finding treatments to manage pain.
 Help with the treatment of illness

COURSE OUTCOMES:

CO-1 List the growth and trends in the spread of health psychology

CO-2 Predict the nature, factors and implications of stress

CO-3 Examine the nature of psycho physiological disorders

CO-4 Categorize and explain the nature, symptoms and implications of immune system
defective disorders\

CO-5 Explain, predict and gain a comprehensive understanding of pain and its management.

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 M.A. (PREVIOUS)
Psychology
Paper- I: Psychopathology
SYLLABUS

Unit-I
Definition of the field of Psychopathology
Defining psychological abnormality. Deviance, Distress, DysfunctionDanger
Psychopathology: Past and Present. Ancient views and treatments, MiddleAges, the 19th
Century reform and Moral treatment. Current trends Classification of Mental Disorders.
Who’s, ICD, APA’s, DSM IV

Unit-II

Causes of Psychopathological behavior: Necessary, sufficient and contributorycauses, Diatheses

Stress model, Biogenic, Psychogenic and Sociocultural causes.
Unit-III
Patterns of Abnormal Behavior.
Disorders evident in Infancy, childhood and adolescence: Mental
Retardation, Learning disorders, Autism, Attention-Deficit and Disruptive Behaviordisorders,
Feeding and Eating disorders of infancy and early childhood

Unit-IV
Common mental disorders.
Anxiety Disorders. Panic disorder, Obsessive Compulsive disorders, Generalized
Anxiety disorder, Phobias, Posttraumatic stress disorder andAcute Stress Disorder,
Somatoform Disorders, Somatization disorder, Conversion disorders, Hypochondriasis,
Somatoform disorder, Dissociative Disorders. Sexual and Gender Identity Disorders
Eating Disorders, Sleep Disorders, Impulse Control Disorders, Adjustment Disorders,
Psychological factors Affecting Medical Condition,Personality Disorders.
Unit-V
Severe mental disorders:
Cognitive Disorders: Delirium, Dementia, Amnesia, Schizophrenia and otherSchizophrenia and
other Psychotic Disorders.
Mood Disorders: Major Depression and Bipolar Disorder.Substance
Related Disorders.
Psychopathology - Indian Perspectives

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