COURSE CURRICULUM

FOR
TWO YEARS MASTER OF ARTS
IN
PSYCHOLOGY
{w.e.f 2023}

DEPARTMENT OF PSYCHOLOGY
RAJIV GANDHI UNIVERSITY
RONO HILLS, DOIMUKH
ARUNACHAL PRADESH-791112
M.A. Psychology

THE PREAMBLE
The Post Graduate Degree in Psychology (PGPSY) is designed for students to grow as
competent, self-reflective learners with relevant academic and professional skills who can
contribute to the growing discipline of psychology. Psychology’s academic significance is on the
rise and so are its contributions to human welfare. Psychology is a behavioural science with
noticeable advances in neuroscience, cognitive science, consciousness studies and studies of
indigenous concepts, theories and practices. But

it is also considered as humanist and relational pursuit with strong implications for our social
and cultural life. Psychology is both a human science and an art with a rich field of critical
knowledge that enhance processes of lived life and social reality. This program will train the
skills of the students in a qualitative direction where they learn to explore and employ their
growing expertise in real life fields.

PGPSY is a Two-year (four semesters) programme of 80 credits including core theory papers,
elective paper and practical. In the each semester the students will be offered four theory papers
(4 credits each; total 16 credits) and a practical course based on the theory papers (4 credits). The
course during the each semester is of 20 credits (refer to the course structure for details).

The evaluation and examination procedures shall be as per the regulations and guidelines
for Rajiv Gandhi University post graduate examination.

Scheme of Evaluation of theory paper is given below

Internal Assessment:20 marks

External Assessment: 80 marks
Duration: 3 hours
Pass marks:45 %

Pass marks are applicable separately in internal assessment and external assessment. 20
marks of internal assessment will be awarded on the basis of three Sessional tests by taking
average of the two best Sessional tests.External assessment is meant for 80 marks. In external
assessment, there will be three sections, namely, Section A, SectionB, and Section C. Section A
consists of six questions and the candidate has to attempt five questions. Each question carries

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M.A. Psychology

four marks (5x4=20). Section B consists of five questions and the candidate has to attempt three
questions. Each question carries ten marks (3 x 10= 30). Section C consists of five questions and
the candidate has to attempt two questions; each question carries fifteen marks (2x 15=30).

Scheme of Evaluation of practical paper is given below

The marks distribution is given below:

Conducting experiments on any one 50 marks

Viva-voce with expert board (internal and External) 30 marks
Internal Assessment & Preparation of Practical Record
Book (including class room experiments/assignments): 20 marks
100 marks
Pass Marks: 50%

The practical record book and answer scripts will be evaluated by the board of internal
and external examiners appointed by the Controller of Examinations. The proper record book
should be prepared and maintained by the students and submit on the day of examination. The
candidate has to conduct and write report on any one experiment/test which carries 50 marks.
Duration of the practical examination (Conduction of experiment, writing the interpretation and
Viva Voce) is 3 hours.

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 M.A. Psychology

2 YEAR (4 SEMESTER) M.A. PSYCHOLOGY COURSE STRUCTURE

SEMESTER I

Maximum marks Credit Credits Teaching

distribution Hours
Paper Code Title
Internal External Total
L:T:P
Marks Marks
Theoretical Foundations of 100
PSYC-411 20 80 3:1:0 4 64
Psychology
PSYC-412 Experimental Psychology 20 80 100 3:1:0 4 64
PSYC-413 Social Psychology 20 80 100 3:1:0 4 64
Research Methodology 100
PSYC -414 20 80 3:1:0 4 64
Practical 100
PSYC-415 20 80 0:1:4 4 64

Total of semester I 100 400 500 20

SEMESTER – II

Maximum marks Credit Credits Teaching

distribution Hours
Paper Code Title
Internal External Total
L:T:P
Marks Marks

PSYC- 421 Cognitive Psychology 20 80 100 3:1:0 4 64

PSYC -422 Bio-Psychology 20 80 100 3:1:0 4 64

PSYC -423 Personality Psychology 20 80 100 3:1:0 4 64

PSYC -424 Statistics in Psychology 20 80 100 3:1:0 4 64

PSYC -425 Practical 20 80 100 0:1:4 4 64

Total of semester II 100 400 500 20

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 M.A. Psychology

SEMESTER – III
Maximum marks Credit Credits Teaching
distribution Hours
Paper Code Title Intern External Tot
al Marks al L:T:P
Mark
PSYC -511 Psychopathology 20 80 100 3:1:0 4 64
PSYC -512 Psychometry 20 80 100 3:1:0 4 64
Health Psychology (Open 100
PSYO -513 20 80 3:1:0 4 64
Elective under CBCS)
Organizational Psychology
PSYC -514 20 80 3:1:0 4 64
100
Practical 100
PSYC-515 20 80 0:1:4 4 64

Total of semester III 100 400 500 20

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 M.A. Psychology

SEMESTER – IV

Maximum marks Credit Credits Teaching

distribution Hours
Paper Code Title
Internal External Total
L:T:P
Mark Marks
PSYC -521 Clinical Psychology 20 80 100 3:1:0 4 64
Developmental
PSYC -522 20 80 100 3:1:0 4 64
Psychology
Cross cultural
PSYC -523 20 80 100 3:1:0 4 64
Psychology

PSYC-524 20 80 100 3:1:0 4 64

Practical/Dissertation
(Optional any one)

Counseling Psychology
Elective paper

PSYE -525
20 80 0:1:4 4 64
Rehabilitation 100
PSYE -526 Psychology

Industrial Psychology
PSYE -527

Total of semester IV 100 400 500 20

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M.A. Psychology

SEMESTER –I

PSYC- 411: THEORETICAL FOUNDATION OF PSYCHOLOGY

4 Credits

Learning Outcomes:
1. To create awareness about the Historical Perspectives of Psychology
2. To make the students aware of the conceptual framework of psychology as a Science
3. To create understanding among the students about the application of psychology in
human life.

Unit -I: Emergence of Psychology as a science

- Nature and scope of Psychology
- Historical Background of Psychology
- Schools of Psychology: Basic Tenets
- Structuralism and Functionalism

Unit-II: Psycho-analysis and Behaviourism

- Psychoanalysis: Freud and Neo-Freudians (Karen Horney, Erich Fromm, H.S. Sullivan)
- Adler’s Individual Psychology; Jung’s Analytical Psychology
- Behaviourism- Watson

Unit-III: Other Approaches of Psychology

- Other Approaches : Gestalt − Wertheimer, Kofka, and Kohler
- Humanistic− Maslow and Rogers, Lewin’s field theory, McDougal’s Instinct Psychology

Unit -IV: Learning and Emotion

- Thorndike’s Trial and Error, Guthrie Contiguity Theory, Tolman’s Sign-GestaltLearning,
Hull Hypothetico-deductive Learning Model
- Emotions: Nature, Psychological Correlations
- Theories of Emotion: James –Lange, Canon-Bard, Schachters -Two Factor Theory

Books recommended:

Baron, R.A (2007), Psychology (fifth edition), New Delhi: Pearson Prentice Hall of India.
Chaplin P &Kraweic, T.S (1974), System and Theories in Psychology, New York: Holt,
Rinehart and Winston.
Davis R.S. (1996) Psychology of Learning and Motivation, Academic Press

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M.A. Psychology

Ekman, Paul and Davidson, R.J. (Eds-1994). The nature of emotions, fundamental questions,
Delhi: Oxford University Press series in affective science.
Leahey, Thomas Hardy (2009) A History of psychology: Main currents in Psychological
thought, London, prentice Hall International inc.
Marx, M.H. &Hillix, W.A (1987) Systems and Theories in Psychology, New York, McGraw
Hill.
McNamee, S. From social Construction to Relational Construction; Practices from the Edge.
Misra, Girishwar and Prakash, Anand (2012), Kenneth J Gergen and Social Constructivism,
New Delhi, Psychological Studies, Vol. 57, No.2, April-June.
Weiner B (1985)Human Motivation, New York, Springer Verlag.
Yang, L and Gergen K (2012), Social Construction and its Development: Liping Yang,
Interviews Kenneth Gergen, New Delhi, Psychological Studies, Vol. 57, No.2, April-June.

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M.A. Psychology

PSYC - 412 : EXPERIMENTAL PSYCHOLOGY

4 Credits

Learning Outcomes:
1. To create understanding about the fundamentals of experimental Psychology
2. To create awareness about the process of experimentation
3. To create awareness about the concepts of Perception, Psychophysics and learning.

Unit -I: Nature of Experimental Psychology

- Meaning, Definition, and History of Experimental Psychology

- Methods: Observation, Experimental Method

- Sensory Processes: Visual and Auditory

Unit- II Perception

- Nature; Perception of Form; Perceptual organization;

- Perception of Depth, Movement, and Time. Geometrical Illusions and Figural After
Effects

- Subliminal Perceptions

Unit-III: Psychophysics

- Concept and problems of Classical Psychophysics;

- Methods of Classical Psychophysics: Method of Limits, Method of Constant Stimuli, and

Method of Average Error

- Theory of Signal Detection

Unit –IV:Learning

- Verbal Learning: Methods, Materials and Organization Processes

- Classical Conditioning; Nature, Types and Processes

- Instrumental and Operant Conditioning: Nature, Types, and Processes

- Reinforcement: Nature, Schedules of Reinforcement

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M.A. Psychology

Books recommended:

Carroll. D.W. (2007). Psychology of Language(5th Ed). Brooks Cole.

Galotti.K.M.(2008). Cognitive Psychology in and out of the Laboratory (8 th
Ed).Cengagelearning.
Goldstein. E. (2009). Sensation and Perception (8th Ed). Cengage learning.
Gordon Wood (1981). Cognitive Psychology - A Skills Approach. California: Cole Publishing
Company.
Jay. T. (2003). The Psychology of Language. Prentice Hall.
John. B. Best (1989). Cognitive Psychology, II Edition. New York: West Publishing Company.
Kathy Pazdek (2006). Applied Psychology. New Jersey: Lawrence Erlbaum associates
publishers.
Martin. M.W. (2012). Cognitive Psychology (8th Ed). Wiley John and Sons.
Michael G. Wessells (1982). Cognitive Psychology. New York: Harper and Row Publishers.
Robert J. Stenberg (2012). Cognitive Psychology (6th Ed). Words worth Cenga.
Robert L. Solso (2004). Cognitive Psychology, Sixth Edition. New Delhi: Pearson Education
Pvt. Ltd.
Solso.R.L., Maclin.H.O.,&Maclin.M.K. (2008). Cognitive Psychology (8th Ed). Pearson.

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M.A. Psychology

PSYC- 413 SOCIAL PSYCHOLOGY

4 Credits

Learning Outcomes:
1. To acquaint the students with the conceptual framework of Social Psychology.
2. To enable the students for understanding major approaches to social behaviours with
causes and remedies.
3. To make the students well aware of the social cognition and social perception.
4. To make the students well aware of the social influences.

Unit-I: Conceptual Framework of Social Psychology

- Meaning, Definition, Nature and Scope of Social Psychology, theoretical approaches in

social psychology
- Current Trends in Social Psychology
- Methods in Social Psychology: Experimental method, Sociometry Method, Cross-
Cultural Method.

Unit-II: Group Dynamics

- Structure, Functions, Types of Groups Norms, Formation of norms

- Leadership styles
- Socialisation: Nature, Process and Agencies

Unit-III: Social Cognition and Social Perception

- Self-Perception and Impression Management

- Attribution: Internal and External Factors. Theories of Casual Attribution (Kelly),
Correspondence Inference Theory
- Social Categorization and the Perception of Social Groups
- Disadvantage group: Psychological Consequences, remedial and Intervention
Programme.

Unit-IV:Social Influence

- Attitude: Nature, Formation and Changes, Assessment of Attitude

- Social Conformity and Social Facilitation,
- Interpersonal attraction: Proximity, Similarity and Sternberg’s Love theory.
- Aggression: Causes and consequences

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M.A. Psychology

Books recommended:

Alcock, .J.E., et al. (1998). A textbook of social psychology. Scarborough, Canada: Prentice
Hall.
Baron, R.A. & Byrne, D. (2000). Social psychology. New Delhi: Prentice Hall.
Misra, G. (Ed.) (1990). Applied social psychology in India. New Delhi: Sage.
Mohanty, A. K., Misra, G. (2000). Psychology of poverty and disadvantage. New Delhi:
Concept.
Oskamp, S. (1984). Applied social psychology. Englewood Cliffs, N.J. Prentice Hall.
Semin, G., & Fiedler, K. (1996). Applied social psychology. London: Sage.

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M.A. Psychology

PSYC- 414 RESEARCH METHODOLOGY

Learning Outcomes:

1. To acquaint the students about the concept, nature, types and steps of research in
psychology
2. To understand research problem, review of literature, variables and hypotheses.
3. To know about sample, sampling techniques and data collection tools
4. Develop skills to prepare the research proposal and write research report.

Unit I : Introduction to Research in Psychology

- Concept, Sources and Steps of Scientific Method/inquiry

- Meaning nature and scope of research in Psychology
- Steps involved in the research process
- Types of research in Psychology
- Qualitative and quantitative research in Psychology

Unit II : Research Process in Psychology

- Identification and selection of research problem

- Review of related literature
- Variables: Independent, dependent, control and extraneous variables
- Hypothesis: concept, characteristics, sources and types as well as testing hypothesis.

Unit III: Sampling and Research Tools

- Concept of sampling and types of sampling techniques

- Tools: Observation, interview and questionnaire
- Methods: Clinical study, survey, experimental, correlation, expost facto

Unit IV: Research Design and Report Writing

- Experimental Design: between group, within group and factorial

- Quasi Experimental design :designs with control, designs without control
- Cross sectional and longitudinal studies
- Writing research proposal and research report writing

Books recommended:

Shaughnessy, J.J and Zechmeister E.B. (1997), Research Methods in Psychology (4th Ed.)
Kerlinger, F.N. (1994), Foundations of behavioral research (3rd Ed.)

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M.A. Psychology

Zechmeister J.S., Zechmeister E.B & Shaughnessy J.J. (2001). Essentials of Research Methods
in Psychology
Robinson, P.W (1976), Fundamentals of Experimental Psychology, Prentice Hall
Edwards, A.L. (1985) Experimental Designs in Psychological Research, Harper and Row
Broota K.D. (1989), Experimental Design in Behaviroual Research. wiley Eastern
Singh, A.K. (2006) 5th Ed. Tests, Measurements and Research Methods in Behavioural Sciences,
Patna, BharatiBhawan
Nunnally J.C. & Bernstein I.H. (1994) Psychometric Theory (3rd Ed. NY: McGraw Hill.
Goode, W.J. &Hatt, P.K. (1952) Methods in Social Research
Howit, D and Crammer, D (2005) Introduction to Research Methods in Psychology, Pearson
Education

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M.A. Psychology

PSYC-415: PRACTICAL

Learning Outcomes:
1. To acquaint the students with different areas of experimentation in psychology
2. To develop various skills of conducting experiments in psychology
3. To develop skills to apply the experimental design systematically
4. To understand how to report the results empirically

Note: Attempt 8 (eight) experiments out of the following:

1. Learning by Insight (Bott Head Maze)

2. Interference: (Retroactive/ Proactive)
3. Paired Associate Learning
4. Transfer of Training in Maze Learning (Finger Maze with two subjects)
5. Effect of Feedback on Illusion
6. Time Perception
7. Perceptual Defence
8. Strop Effect in Visual Perception
9. Assessment of Attitude
10. Signal Detection-ROC
11. Sociometric Studies
12. Short Term Memory
13. Immediate Memory Span
14. Preparation of Research Tools (Attitude Scale, Achievement Test and Questionnaire)
15. Zeigarnik Effect
16. Effect of Anxiety on Performance
17. Level of Aspirations- Steadiness Teller or Tower Building Blocks

General Instructions

 Each batch of practical will consist of maximum eight students

 A separate batch will be formed if this number exceeds even by one
 Workload for each batch will be equivalent to eight lecture periods
 Students will be required to maintain journal for this course and obtain the completion
certificate from the teacher in-charge and certified by HoD. Without this certificate, the
students will not be allowed to appear for the internal examinations and end semester
examinations as per rules of credit system.

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M.A. Psychology

SEMESTER- II

PSYC-421 COGNITIVE PSYCHOLOGY

Learning Outcomes:

1. To make the students well aware of the fundamentals of Cognitive Psychology

2. To create understanding about attention, memory and forgetting
3. To create understanding among the students about some higher cognitive Processes

Unit-I: Fundamentals of Cognitive Psychology

- Concept, Definitions, Nature and Scope of Cognitive Psychology

- Current Areas of Research in Cognitive Psychology
- Approaches to Cognitive Psychology: The Information Processing Approach, the
Connectionist Approach, the Evolutionary Approach and the Ecological Approach
- Cognition in Cross-Cultural Perspective

Unit-II: Attention

- Nature and role of Attention

- Selective Attention, Divided Attention
- Theories of Attention
- Factors Affective Attention

Unit –III: Memory

- Concept of Memory
- Memory as an Information Processing Perceptive
- Three Memory Processes- Encoding, Storage, Retrieval
- Three System Model of Memory
- Relationship between Memory and Intelligence
- Forgetting

Unit-IV: Higher Cognitive Processes

- Reasoning: Definition, Types and Influencing Factors

- Thinking and Problem Solving
- Language and Cognition
- Problem Space Hypothesis
- Making Decisions

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M.A. Psychology

Books recommended:

Carroll. D.W. (2007). Psychology of Language(5th Ed). Brooks Cole.

Galotti.K.M.(2008). Cognitive Psychology in and out of the Laboratory (8th Ed).Cengage
learning.
Goldstein. E. (2009). Sensation and Perception (8th Ed). Cengage learning.
Gordon Wood (1981). Cognitive Psychology - A Skills Approach. California: Cole Publishing
Company.
Jay. T. (2003). The Psychology of Language. Prentice Hall.
John. B. Best (1989). Cognitive Psychology, II Edition. New York: West Publishing Company.
Kathy Pazdek (2006). Applied Psychology. New Jersey: Lawrence Erlbaum associates
publishers.
Martin. M.W. (2012).Cognitive Psychology (8th Ed). Wiley John and Sons.
Michael G. Wessells (1982). Cognitive Psychology. New York: Harper and Row Publishers.
Robert J. Stenberg (2012). Cognitive Psychology (6th Ed). Words worth Cenga.
Robert L. Solso (2004). Cognitive Psychology, Sixth Edition. New Delhi: Pearson Education
Pvt. Ltd.
Solso.R.L., Maclin.H.O.,&Maclin.M.K. (2008). Cognitive Psychology (8th Ed). Pearson.

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M.A. Psychology

PSYC- 422: BIOPSYCHOLOGY

Learning Outcomes:
1. To familiarize the students with the concepts of Biopsychology
2. To develop knowledge about the functioning of brain and neurons as well as the
dynamics of brain behavior complexity
3. To familiarize the students about behavior genetics
4. Each unit would deliberate on psycho physiological correlates accounting for general
phenomena, individual differences, and abnormal functions of human behaviour.

Unit 1 –Introduction to Biopsychology

- Bio psychology- Nature and Scope.

- Methods of studying the brain – Ablation,Recording and Stimulation methods,
Neurochemical methods

Unit 2: Brain behaviour dynamics

- Nervous systems. – Structure and functions. Divisions - Central and Peripheral NS.
- Brain and cognitive functions – intelligence, memory, learning,
- Endocrine system – functions and effects of endocrine glands.

Unit 3 – Neurons and its function

- Neurons - Structure, types and functions of neuron.

- Neuronal conduction: communication between neurons, synaptic conduction
- Neurotransmitters – categories and functions
- Neurological disorders -Parkinson’s disease and Alzheimer’s disease

Unit 4 - Behaviour genetics

- Nature, scope and methods of study

- Chromosomal functions
- Hereditary determinants of behaviour
- Basic concepts of Eugenics and genetic engineering

Books recommended:

Neil R. Carlson (2005) Foundations of Physiological Psychology. 6thed . Pearson.

David M.Buss(2005) The Handbook of Evolutionary psychology, John Wiley and Sons.
Handbook of Biological Psychology – Sage publications.

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M.A. Psychology

PSYC-423: PERSONALITY PSYCHOLOGY

Learning Outcomes:

1. To familiarize the students with the conceptual framework of personality

2. To develop understanding of the approaches of personality
3. To learn the determinants of personality
4. To develop understanding of an individual’s personality in socio-cultural context

Unit –I: Concept of Personality

- Definitions and nature of personality

- Methods of personality assessment (Projective and non-projective techniques)
- Structural models of personality
- Five factor model of personality traits

Unit –II: Approaches of Personality

- Trait and type approaches: Allport, Cattle and Eysenck

- Psychoanalytic and psychosocial approaches: Freud and Erickson
- Behavioural and social learning approaches: Skinner, Bandura and Vygotsky
- Humanistic and Phenomenological approaches: Maslow, Rogers and Kelly

Unit-III: Personality Determinants and Work Context

- Determinants: Biological, psychological, environmental, society, culture and education

- Personality and personnel selection, person, correlates of job performance
- Crime and personality, personality modification in criminal justice system

Unit IV: Personality and Socio-cultural Context

- Personality and social support process, social pain, hurt feelings

- Personality in cross cultural perspectives, culture and personality, politics and
personality
- Personality development of students

Books recommended:

Friedman, H.S. &Schustack, M.W (2003). Personality; Classic Theory and Modern Research
(2nd Ed.) Singapore: Pearson Education
Hall, G.C, Lindzey, G. & Campbell, J.C. (1998). Theories of Personality (4th Ed.), New York:
Wiley, (2nd Ed.), New York: MCGraw Hill.
Mischel, W (1976). Introduction to Personality, New York: Holt Reinhart and Winston.
Pervin, A (1984). Personality: Theory and Research, New York; John Wiley and Sons
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M.A. Psychology

PSYC-424: STATISTICS IN PSYCHOLOGY

Learning Outcomes:
1. Know descriptive statistics in connection with measures of central tendency, measures of
variability, graphical representations, percentiles and NPC.
2. Understand correlation and types of correlation, methods for calculating coefficient
correlates, regression and types of regression.
3. Apply pace metric tests for testing hypothesis
4. Apply or use non-pace metric tests like x2 test, u-test, H test, KS test etc using SPSS or
excel.

Unit- I : Descriptive Statistics

- Measures of Central Tendency: Mean, Median and Mode
- Measures of Variability: Range, QD, MD and SD
- Graphical Representations: Histogram, Frequency Polygon , Cumulative Percentage
Curve (ogive)
- NPC: Concept , Properties and Applications, Hypothesis Testing: one-tailed and two
tailed tests, type I and Type II errors, Levels of significance and Degrees of freedom

Unit- II: Correlation and Regression

- Concept and types of correlation
- Method of estimating coefficient of correlations (Spearman rank method, Pearson
product moment method)
- Bi-serial , Point bi-serial, Partial and Multiple correlation
- Regression: Linear and Multiple

Unit-III: Parametric tests

- Standard error of measurement : Mean, Median , Standard Deviation, Proportion and
Correlations
- t-test for uncorrelated and correlated samples
- ANOVA (F-test): Assumptions and Applications: one way and two way ANOVA
- ANCOVA: Assumptions and Applications

Unit –IV: Non Parametric tests

- Assumptions for non-parametric tests, difference between parametric and non-parametric
tests
- X2 test for independence, equality, normality and contingency
- Mean –whitney U –Test, KruskalWallis (H-test), Sign Test, Median Test, Run test, KS
Test
- Statistical Software: SPSS and Excel
-

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M.A. Psychology

Books recommended:

1. Garrett, H.E &Woddsworth, RS (1981). Statistics in Psychology and Education, Vakils,

Peffer and Simons Ltd. Bombay
2. Howell, DC (1992). Statistical methods for Psychology. California: Duxbury Press
3. Siegal , S (2002). Non-parametric statics for the Behaviaoural Sciences. New Delhi: Tata
McGraw hill.
4. Guilford JP &Fruchter B (1978): Fundamental Statistics in Psychology and Education,
New York. MC.Graw Hill

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M.A. Psychology

PSYC- 425: PRACTICALS

Learning Outcomes:

l. Acquaint the administration of tests and its measurement procedure.

2. Know the evaluation procedure and evaluation of psychological tests.
3. Learn certain skills of Psychological Counselling on the basis of Psychological test
results
*Note: Only Standardized Tests should be used.

Attempt any 8 (eight) practicals out of the following:

1. Projective Tests
2. 16 PF
3. Creativity Tests
4. Intelligence Tests
5. Thinking
6. Cognitive Style
7. Neuropsychological Assessment
8. Multiple Aptitude Test (Any one)
9. Judgment and Reasoning
10. Stress / Frustration
11. Self Concept
12. Adjustment Inventory
13. Self-report Inventory
14. Social Skills
15. Special Aptitude Tests

General Instructions

l. Workload for each batch will be equivalent to eight lecture periods

2. Students will be required to maintain journal for this course and obtain the completion
certificate from the teacher in-charge and certified by HOD. Without this certificate, the
students will not be allowed to appear for the internal examination and end semester
examination as per rules of credit system.

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M.A. Psychology

SEMESTER- III

PSYC- 511: PSYCHOPATHOLOGY

Learning Outcomes:

1. To enable the students to understand the concept of abnormal behavior, classification

systems and methods of assessment.
2. To acquaint the students with different paradigms of abnormal behavior, symptoms,
etiology and treatment of different types of abnormal behavior.
3. To understand various pathological disorders.

Unit 1: Introduction to Abnormal Psychology

Definition and nature, Paradigm in Psychopathology – Historical, Biological, Socio-cultural,

Psychodynamic and Behavioral approaches, Introduction to classification system: DSM (The
Diagnostic and Statistical Manual of Mental Disorders) and ICD (International Classification of
Diseases).

Unit 2: Anxiety Disorders

Basic concepts, Characteristics and Types – General Anxiety Disorder, Phobia, Obsessive-
Compulsive Disorder, Post-Traumatic Stress Disorder.
Somatoform Disorders: Somatization.

Unit 3: Personality Disorders

Paranoid, Schizoid, Anti-social;

Intellectual Impairment, Autism, Learning Disorders, Attention-deficit /Hyperactivity Disorder.

Unit 4:Introduction to Psychotic Disorders

Schizophrenia and Delusional Disorders;

Mood Disorders- Depression, Mania, Bipolar.

Recommended Books:

Barlow, D.H. & Durand, V.M. (2005). Abnormal psychology: An integrative approach. New
Delhi: Thomson, Wadsworth.
Carson, R.C., Butcher, J.N. & Mineka, S. (2001). Abnormal psychology and modern life. New
York: Harper Collins Publication.

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M.A. Psychology

Davison, G.C., Neale J.M. &Kring, A.M. (2004). Abnormal psychology: An experimental
clinical approach. New York: John Wiley and Sons, Inc.
Sarason, I.G. &Sarason, B.R. (2002). Abnormal psychology: The problem of maladaptive
behavior. New Delhi: Pearson Education Inc.
Buss. A.H. (1999). Psychopathology. New York: John Wiley.
Kaplan, H.I., Saddock, B.J. &Gribb, J.A. (1994). Synopsis of psychiatry. New Delhi.
Waruly, B. I. &Lamm. A.(1997). Introduction to psychopathology. New York: Sage.
Sue, R., Sue., D., & Sue, S (1990). Understanding abnormal behavior. Boston: Houghton
Mifflin.

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M.A. Psychology

PSYC –512: PSYCHOMETRY

Learning Outcomes:

1. To create critical understanding of concept of measurement, issues and techniques in

psychological inquiry.
2. To enable students to develop skills and competencies in test construction and
standardization
3. To learn the application and contextual interpretation of data from psychological
measurement.
4. To enable the students to create tests that is reliable and valid, develop norms, and to use
appropriate tests in various situations.

Unit 1: Foundation of Psychometry

- Basic concept and levels of measurement

- Purpose and function of measurement; Errors in measurement
- Ethical issues in measurement.

Unit 2: Psychological test

- Definition and nature of a psychological test

- Characteristics of a good psychological test
- Basic Principles of Psychological test

Unit 3: Test construction and Standardization

- Items writing and Item analysis

- Norms, Reliability and Validity of a test
- Interpretation of test scores

Unit 4: Types of tests

- Individual and Group test, Verbal, Nonverbal and Performance test, Speed and Power test
- Intelligence, Ability and Personality testing: The Wechsler scale, Multidimensional
Aptitude battery, Self-report and Projective tests of personality

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M.A. Psychology

Recommended Books:

Anastasi, A. &Urbania, S. (2000). Psychological testing (7th ed.). New Delhi: Pearson
Education Asia.
Gegory, J. R. (2004). Psychological testing: History, principles and applications, Allyn &
Bacon.
Chadha, N.K. (2009). Applied Psychometry. New Delhi: Sage.
Guilford, J.P. (1954). Psychometric methods. New York: Mc Graw Hill.
Kaplan, R. M. &Saccuzo, D. P. (2005). Psychological testing: Principles, applications and
issues. Thompson, Wadsworth.
Kline, T.J.B. (2005). Psychological testing. New Delhi: Vistaar.
Murphy, R.K. &Danishofer, C.D. (1994). Psychological testing: Principles and applications.
New Jersey: Prentice Hall.
Nunnally, J.C. (1967). Psychometric theory. New York: Mc Graw – Hill.
Puhan, B.N. (1980). Issues in psychological testing. Agra: National Psychological
Corporation.

Snooks, M. (2009). Health Psychology: Biological, Psychological and Socio-cultural

Perspective. London: Jones and Bartlett.
Strauss, R.O. (2012). Health Psychology – A Bio-psychosocial Approach (3rd ed). UK: Worth
Publications.
Sutton, S., Baum, A., & Johnston, M. (2004).The Sage Handbook of Health Psychology. Los
Angeles, LA: Sage Publications.
Weinman, J., Johnston, M., & Molloy, G. (2007). Health Psychology (Vol. IV). London: Sage
Publications.

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M.A. Psychology

PSYC – 513: ORGANIZATIONAL PSYCHOLOGY

Learning Outcomes:

1. To develop an understanding of the concepts, nature and principles of Organizational

Behaviour.
2. To acquaint students with the basic psychological processes in organizations and to
develop sensitivity among students to handle human issues in organizations.
3. To acquaint the students about contemporary issues and approaches for understanding the
organizational change.
4. To develop an understanding of Motivation, Leadership Organizational Culture.

Unit 1:Organizational Psychology

- Definition, nature and scope; historical background ofOrganizational Psychology

- Challenges and Opportunities
- Role and Function of Organizational Psychologists

Unit 2: Motivation

- Basic concepts of motivation

- Process and Content Theories of Motivation: Maslow’s Theory, Herzberg’s Theory,
Vroom’s Theory, Goal-Setting Theory
- Job Satisfaction and OrganizationalCommitment; Work Motivation in India context.

Unit 3:Leadership

- Definition & concept of leadership

- Theories of leadership: Contingency theory, situational theory, path goal theory
- Style of Leadership: Autocratic, Authoritarian, Democratic, Charismatic and
Transformational leadership
- Leadership in India: Task –Nurturant and Consultative Style

Unit 4:Organizational Culture andOrganizational Development

- Meaning and Definition

- Creating and Sustaining Culture; Organizational culture in Indian Context
- Person – Organization Fit, Total Quality Management

26
M.A. Psychology

Recommended Reading:

Hellriegel, D., &Slown, J.W. (2004). Organizational behavior. South Western: Thompson.
Luthans, F. (1998).Organizational behavior (8th ed.). New York: McGraw Hill.
Riggio, R. E. (2003). Introduction to industrial/organizational psychology (4th ed.). Upper
Saddle River, NJ: Prentice-Hall.
Nelson, D.L. & Quick, J.C. (2008). Organziatonalbehaviour. New Delhi: South Western
Cengage Learning.
Robbins, S.P. &Sanghi, S. (2006). Organzitonal behavior. New Delhi: Pearson Education.
Mc Shane. S.L., Glinow, M.A.V. &Sharma, R.R.(2006). Organizational Behaviour. Tata –
McGraw Hill Publishing Company Ltd. New Delhi.
Berry, L.M. Psychology at Work. (2nd ed.) 1998, McGraw Hill, Boston.
Lawley F.J. The Psychology of Work Behavior. 1989, Books/Cole Publishing Company,
California.
Moorhead, G., and Griffin, R.W. Organizational Behavior. 1989, Houghton Miflin Company,
Boston.
Tiffin, J., and McCormick, E.J. Industrial Psychology, 1965, Prentice Hall India Pvt. Ltd. New
Delhi.

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M.A. Psychology

PSYO – 514 HEALTH PSYCHOLOGY

Learning Outcomes:

1. To acquaint the students with nature and significance of emerging areas of health
psychology.
2. To acquaint the students with the importance of psychological processes and its
interaction with the medical treatment in the practice of health and illness.
3. To highlight the role of social, psychological and behavioral risk factors in health
promotion and disease prevention.
4. To introduce the students to types of stressors, their consequences, management and other
health promotion strategies.

Unit 1: Health Psychology

- Concept, nature and scope of Health Psychology

- Social Environment and Health
- Western and Indian perspectives on health and well- being

Unit 2: Stress

- Nature, types, causes and symptoms of stress

- Coping strategies and techniques.

Unit 3:Health risk behavior

- Reproductive health, Early pregnancy and Implication

- Alcoholand substance abuse, HIV/AIDS

Unit 4:Health Promotion

- Quality of life
- Health Promotion Strategies – Relaxation technique, Meditation, Yoga and Biofeedback.

Books recommended:

Brannon, L. & Feist, J. (2007). Introduction to Health Psychology. New Delhi: Thomson,
Wadsworth.
Dimatteo, M.R. & Martin, L.R. (2002). Health Psychology. New Delhi: Allyn &Bacon.
Ogden, J. (2000). Health Psychology: A Textbook. Philadelphia: Open University Press.
Taylor, S.E. (2006). Health Psychology. New Delhi: Tata McGraw-Hill.
Aldwin, C.M., Park, C.L. and Spiro, A. (2007). Handbook of Health Psychology and Aging. NY:
Guilford Press. Friedman, H.S. (2011) Oxford Handbook of Health Psychology. Oxford: OUP.

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M.A. Psychology

PSYC – 515: PRACTICAL

Learning Outcomes:

1. Acquaint the administration of tests and its measurement procedure.

2. Know the evaluation procedure and evaluation of psychological tests.
3. Learn certain skills of Psychological Counseling on the basis of Psychological test results

*Note: Only Standardized Tests should be used.

Attempt any 8 (eight) practical out of the following:

1. Case study (Hospital, Organizational )

2. Testing of reliability
3. Testing validity
4. Construction of test
5. TAT
6. Rorschach
7. MMPI-2
8. Back Depression Inventory
9. Assessment of Attitude
10. Job satisfaction scale
11. TP leadership style
12. Work motivation scale
13. Quality of life
14. Organizational commitment scale

General Instructions

1. Workload for each batch will be equivalent to eight lecture periods

2. Students will be required to maintain journal for this course and obtain the completion
certificate from the teacher in-charge and certified by HOD. Without this certificate, the
students will not be allowed to appear for the internal examination and end semester
examination as per rules of credit system.

Reference:

Cronbach, L.J. Essentials of Psychological Testing, 1972, New Delhi, Prentice Hall Inc.
Anastasi, A. &Urbania, S. (2000). Psychological testing (7th ed.). New Delhi: Pearson
Education Asia.
Gegory, J. R. (2004). Psychological testing: History, principles and applications. Allyn &
Bacon.
Chadha, N.K. (2009). Applied Psychometry. New Delhi: Sage.
Guilford, J.P. (1954). Psychometric methods. New York: Mc Graw – Hill

29
M.A. Psychology

Kaplan, R. M. &Saccuzo, D. P. (2005). Psychological testing: Principles, applications and

issues. Thompson, Wadsworth.

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M.A. Psychology

SEMESTER IV
PSYC – 521: CLINICAL PSYCHOLOGY

Learning Outcomes:

1. To acquaint students with various manifestations of Psychopathology.

2. To impart knowledge and skills required for diagnosis of Psychopathological conditions.
3. To introduce students to the different perspectives and models of Psychotherapy and to
highlight its contribution to a wide range of mental and behavioural disorders.

Unit 1: Introduction to Clinical Psychology

- Nature and scope of Clinical Psychology
- Goals and Limitations, Role of Clinical Psychologists
- Distinguishing Clinical psychology from related professions
- Methods of study in clinical psychology

Unit 2: Psychological Assessment

- Psychological testing approaches
- Behavioral assessment, history taking, mental status examination
- Ethical practice in assessment
- Use of test, rating scales and batteries (Anxiety and Depression scales, MMPI, Rorschach
Inkblot, WISC and Bhatia’s Battery)

Unit 3: Psychoanalytical and Behavioural Techniques

- Psychoanalytical Techniques: Free Association, Hypnosis and Dream Analysis
- Behavioral Therapies: Systematic de-sensitization, Aversion therapy, Modeling and
Assertive training.

Unit 4:Cognitive therapies

- Cognitive Behavioral Therapy and Rational Emotive Behavior Therapy
- Client-Centered therapy and Play Therapy
- Yoga and meditation.

Recommended Reading:

Bellack, A.S., Hersen, M., &Kazdin, A.E. (1982). (Eds.). International Handbook of Behaviour
Modification and Therapy. New York: Plenum Press.
Bergin, a.E., & Garfield, S.L. (1994). Handbook of Psychotherapy and Behavioural Change.
Carson, R.C., Butcher, J.N. & Mineka, S. (2001). Abnormal psychology and modern life. New
York: Harper Collins Publication.
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M.A. Psychology

Gegory, J. R. (2004). Psychological testing: History, principles and applications. Allyn &
Bacon.
Hecker, J.E., & Thorpe, G.L. (2005). Introduction to Clinical Psychology. Science, Practice, and
Ethics. New Delhi: Pearson Education.
Kaplan, R.M. &Saccuzzo, D. P. (2005). Psychological testing: Principles, applications and
issues (6th edition) US: Thomson-Wadsworth, Cenage Leading India Pvt Ltd.
Klopfer, W.G & Reed, M.R. (1974) Problems in psychotherapy. New York: John Wiley
Korchin, S.J. (1986). Clinical psychology. New York: Basic Books.
Liberman, R.P. (1972) A guide to behavioural analysis and therapy. New York: Pergamon Press.
Phillips, E.L. (1977) Counseling and psychotherapy: A behavioural approach. New York: John
Wiley and Sons.
Van Hoose, W.H. &Kottler, J.A. (1977) Ethical and legal issues in counselling and
psychotherapy. San Francisco: Jossey-Bass.

32
M.A. Psychology

PSY C– 522: DEVELOPMENTAL PSYCHOLOGY

Learning Outcomes:

1. To understand basic concepts, issues, theories and debates in the field of developmental
psychology.
2. To comprehend human development as progressing through different stages.
3. To discuss development from the perspective of different domains such as physical,
motor, cognitive, and psychosocial.
4. Understand the role of family, peers and community in influencing development at
different stages.

Unit 1:Developmental Psychology

- Meaning and nature of developmental psychology

- Theories of human development: Psychoanalytical (Freud and Erikson), cognitive (Piaget
and Vygotsky) and Ecological (Bronfenbrenner)

Unit 2:Pre-natal development and Infancy

- Stages of pre-natal development,Teratogens and pre-natal environment

- Infancy: Physical and motor skills, learning and maturation, cognitive and social
development

Unit 3: Childhood and Adolescence

- Early and middle childhood: Physical and motor development, cognitive, language and
psychosocial development
- Development in Adolescence- Physical, cognitive, moral and social development

Unit 4:Adulthood and Old Age:

- Physical and cognitive development during adulthood
- Intimate relationship of friendship and love, marriage, parenthood, vocational adjustment
during adulthood
- Old age – Nature and challenges of old age, coping and successful ageing

Books Recommended:

Hurlock, E.B. (1980). Developmental Psychology: A life span Approach. New Delhi: Tata
McGraw-Hill.
Papalia, D.E. &Olds, S.W. (1992). Human Development. New Delhi: Tata McGraw-Hill
Beck, L. (2003 ). Child Development. New Delhi: Pearson

33
M.A. Psychology

PSYC – 523: CROSS CULTURAL PSYCHOLOGY

Learning Outcomes:

1. To understand basic concepts, issues, theories and debates in the field of cross-cultural
psychology.
2. To understand the method of cultural psychology.
3. To discuss the relationship between human cognition and culture.
4. Tounderstand the relation between culture and emotion and process of adaptation and
acculturation in culture change.

Unit 1: Culture and behaviour

- Concept of culture
- Mechanisms of cultural transmission.

Unit 2: Methods of cross-cultural psychology

- Types of cross-cultural studies: etic and emic approaches

- Sampling and measurement issues; translation and back translation procedures

Unit 3: Culture and cognition

- Major issues, cultural influences on perception, memory and problem solving,everyday

cognition

Unit 4: Culture, emotion and basic adaptation

- Basic emotions, recognition and judgment of emotions, cultural display rules, cultural
construction of emotional experiences
- Cultural change and adaptations: Acculturation framework, measurement of acculturation
- psychological and socio-cultural adaptations: behavior shifts and acculturative stress

Books Recommended:
Berry, J. W, Poortinga, Y. H., Segall, M. H., &Dasen, P. R. (2002).Cross-cultural psychology:
Research and application. New York: Cambridge University Press.
Berry, J. W. et al. (Eds.). (1997). Handbook of' cross-cultural psychology (2nd Ed.) (Vol 1-3),
Boston: Allyn & Bacon.
Heine, S.J. (2015). Cultural Psychology. New York: W.W. Norton. Co.
Matsumoto, D. (2001). The handbook of culture and psychology. New York: Cambridge
University Press.
Matsumato, D., &Juang, L. (2013). Culture and Psychology. Belmont Wadsworth: Cengage.
Shiraev, E., & Levy, D. (2016). Cross-cultural psychology: Critical thinking and contemporary
applications. New York: Routledge.

34
M.A. Psychology

PSYC – 524 PRACTICAL

Learning Outcomes:

1. Acquaint the administration of tests and its measurement procedure.

2. Know the evaluation procedure and evaluation of psychological tests.
3. Learn certain skills of Psychological Counselling on the basis of Psychological test
results

*Note: Only Standardized Tests should be used.

The students opting for practical will be required to do six practical based on the theory
papers of the current semester. Students will be required to maintain journal for this
course and obtain the completion certificate from the teacher in-charge and certified by
HoD. Without this certificate, the students will not be allowed to appear for the internal
examination and end semester examination as per rules of credit system.

DISSERTATION

The maximum intake for dissertation will be 20% of the actual intake in the second
semester of M.A. psychology course. The allotment of supervisor will be done by the
Departmental Council of the Department of Psychology based on merit index of the First
semester and second semester examination.Preference will be given to supervisor’s consent
during the allotment process.
Students opting dissertation in this semester will be required to give their preference for
this paper in the third semester and submit the title along with the written consent of the
supervisor in a stipulated period. Further, the candidate will be required to submit the brief write
up of the plan proposal within stipulated time. If the candidate fails to submit the written consent
of the supervisor and plan proposal in the stipulated time frame then he/she will not be allowed
to opt dissertation in the third semester. In such case the candidate, however, will have a choice
to opt any theory paper in the third semester in lieu of dissertation.
The preliminary work for dissertation (e.g., planning the research, selecting tools, etc.)
should be started preferably during the third semester in consultation with the concerned
supervisor and data collection may be started after third semester examinations. The remaining
work and writing of the dissertation should be completed during the fourth semester and the

35
M.A. Psychology

dissertation must be submitted before the commencement of theory examination of the fourth
semester.
The dissertation work may involve laboratory research, field work, survey research, case
study or any other type of psychological research. Further, it may include one large
study/experiment or several studies/experiments depending on the objectives of the research. The
writing of dissertation must be in accordance with the Publication Manual of the American
Psychological Association and should be within 60 to 80 pages including references and
appendices.
Scheme of Evaluation

The evaluation of the dissertation will be done in 100 marks (80 marks + 20 marks of sessional).
The sessional component will be evaluated by the concerned supervisor .The end term evaluation
(in 80 marks) will be done by a board of examiners. The end term evaluation in 80 marks will
include the literary and scientific presentation of the dissertation and the performance in the viva-
voce.

36
M.A. Psychology

PSYE-525 : COUNSELLING PSYCHOLOGY

Learning Outcomes:
1. To understand the idea of counselling psychology as a discipline and major themes,
approaches and contexts in which counselling psychologists are engaged.
2. To understand the purpose and importance of counseling.
3. To learn the principles, theories and the requirements for an effective counselling
psychologist.
4. To learn various appraisal techniques, reporting of the findings and effectiveness of
counselling.

Unit 1:Introduction to Counseling Psychology

- Definition, basic concepts, scope and principles of counseling

- history and recent trends in counseling
- characteristics of a good counselor
- Ethical, legal and moral aspects of counseling

Unit 2:Counseling process

- Steps and procedures of counseling

- Approaches to counseling – Directive, Non- Directive, Behavioristic and Eclectic
- Conditions for effective counseling.

Unit 3:Group Counseling

- Nature and techniques of group counseling

- Counseling for special groups (children with learning problems, intellectually impaired,
and care givers)

Unit 4: Areas of Counselling

- Marital Counselling, Family Counselling, Career counselling, School counselling

- Substance abuse counselling, HIV/AIDS counselling and Gerontological counselling

Recommended Readings:
Nayak, A.K. (2007). Guidance and counselling APH Publishing New Delhi
Barki, B.G.&Mukhyopadhay, B.(2008) Guidance and counselling A Manual 10th reprint
Sterling
Corey G (2008). Theory and practice of group counselling 7th edition Stanford:Cengage
Learning.
S. Naranayana Rao- Counsilleing Psychology
Herman et.al. Vocational Guidance And Career Development
Glading.S.T.(1992) Counseling
37
M.A. Psychology

Feltham C. & Horton, I. (2000). Handbook of Counseling and Psychotherapy.

Kohler, J. A. & Shepard, D. S. (2008). Counseling: Theories and Practice. US: Broobs/ Cole-
Cengage Learning.
Welfel, E.R & Patterson, L.E. (2005). The Counseling Process – A Multitheoretical integrative
approach. N.Delhi: Cengage Learning India Pvt. Ltd. (6th edition).
Brammer, L.M., Abrego, P.J. &Shostrom, E.L. (1993). Therapeutic Counselling and
Psychotherapy. London: Prentice Hall.
Woolfe, R & Dryden, W. (1996). Handbook of Counselling Psychology. New Delhi: SAGE
Geldard, K. &Geldard, D. (1997) Counselling Children: A Practical Introduction. London:
SAGE.
Bergin, A.E. & Garfield, S.L. (Eds.) (1994). Handbook of Psychotherapy and Behaviour
Change. New York: John Wiley & Sons.

38
M.A. Psychology

PSYE-526 :REHABILITATION PSYCHOLOGY

Learning Outcomes:
1. To make students understand the disabled, nature, scope and approaches of rehabilitation
psychology.
2. To understand the nature and extent of problems faced by specific categories of people
who require rehabilitation.
3. To enable students to asses disability.
4. To understand intervention and rehabilitation for people, Govt. policy and schemes

Unit 1:Rehabilitation Psychology

- Definition, nature and scope, Goals and objectives of Rehabilitation Psychology
- Approaches to rehabilitation- Biological, medical, and psychological

Unit 2: Disability
- Concept and definition of disability
- Classification of disabilities- visual impairment, hearing and speech impairment
- Locomotor disability, intellectual impairment and learning disability
- Etiological factors of disability

Unit 3: Assessment of Disability

- Screening and early identification of persons with disability
- Types of assessment: Norm based, psychological tests as screening and assessment tools

Unit 4:Intervention Program

- Basic principles of intervention
- types of intervention: individual, group and family based
- Psychological intervention: Psychoanalytic, behavioral and cognitive approach
- Government schemes and policies for rehabilitation

39
M.A. Psychology

Books Recommended:

Bolton B., 1987. Handbook of Measurement and Evaluation in Rehabilitation, Second Edition.
Paul H.Brookes, Baltimore, London.
Brown Roy I., & E. Anne Hughson, 1987. Behavioural and Social Rehabilitation and Training.
John Wiley & Sons Ltd.
Golden C.J., 1984. Current Topics in Rehabilitation Psychology. Grune& Stratton, London.
Ali Baquer& Anjali Sharma, 1997. Disability: Challenges Vs Responses. Concerned Action
Now, New Delhi.
Gerald Hales, 1996. Beyond Disability: Towards an Enabling Society. SAGE Publications,
New Delhi.
Kundu, C.L., 2000. Status of Disability in India – 2000. Rehabilitation Council of India, New
Delhi.
Pandey, R.S., &Advani, L., 1995. Perspectives in Disability and Rehabilitation. Vikas
Publishing House, New Delhi.
Rakesh Agarwal, Lal Advani&Rajinder Raina. Handbook on Disability Rehabilitation. Viba
Press Pvt. Ltd., New Delhi.
Kundu C.L. 1994. Personality Development. -Indian Studies. Sterling Publication, Delhi.
Advani, S.L., Ghate, P. Goel, H.C., & Reddy, V.R.L. (2002). Foundation course on education of
children with disability. Hyderabad: G. Guru Publications.
Stromer, D.C. &Prout (1995) (Eds.). Counselling and Psychotherapy for persons with mental
retardation and borderline intelligence. Vermont: Clinical Psychology Publishing Co.

40
M.A. Psychology

PSYE-527: INDUSTRIAL PSYCHOLOGY

Learning Outcomes:
1. To understand the basic concepts and principles of Industrial Psychology.
2. To appreciate the major factors which influence the human performance and productivity in
industry.
3. To understand the process of selection, recruitment and training in job.
4. To understand motivational process and stress, its causes, management.

Unit 1: Introduction to Industrial Psychology

- Definition, scope and brief history of Industrial Psychology
- Scientific management and Hawthorne studies

Unit 2: Job and Work environment

- Job analysis, Job Design, Job enlargement, Job involvement
- Working condition, Accident proneness and safety measures

Unit 3: Selection and Placement

- Recruitment Process, Realistic Job Preview, Selection process, method of selection
- Training: Training need analysis, learning process in training, methods of training, and
evaluation of training programs
- Job satisfaction and dissatisfaction
Unit 4:Motivation and Stress
- Definition and determinants of work motivation
- Work place stress, consequences of stress, stress management
- Violence and sexual harassment in workplace

Books Recommended:

Blum, M.L. and Naylor, J.C. (1968). Psychology in Industrial Relations. New York: Harper and
Row.
Dunnette, M.D. and Hough, L.M. (1998). Handbook of Industrial and Organizational Psychology
(Vol. 1-4). Mumbai: Jaico Publishing House.
Engel, J.F., Kollat, D.T. and Blackwell, R.D. (1968). Consumer Behaviour. III Dryden Press.
Ghiselli, E.E. and Brown, C.W. (1955). Personnel and Industrial Psychology. New York:
McGraw Hill. 5. Ghosh, P.K. (2008). Industrial Psychology. Himalaya Publishing House.
Mumbai.
41
M.A. Psychology

Bennis, W.C. (1969). Organization development: Its nature, origins, and prospects. Reading,
MA: Addison-Wesley.
Colenso, M. (2001). Successful organizational change: Evolution and revolution in the
organization. New York: Prentice Hall. French,
W. L. & Bell, C. H. (1995). Organization development. New York: Prentice Hall.
Nilakant, V. &Ramanarayan, S. (1998). Change management. New Delhi: Response Books.
Ramnarayan, S., Rao, T.V. and Singh, K. (1998). Organization development: Interventions and
strategies. New Delhi: Response Books.
Thornhill, A., Lewis, P. Millmore, M., & Saunders, M. (2000). Managing Change: A human

42