MSC Appliedpsychology2019-20

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Annamalai University
(Accredited with“A’GradebyNAAC)
M.Sc.Applied Psychology
(Two-Year Programme)
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Regulations&Curriculum-2019
REGULATIONS FOR THE TWO-YEAR POST GRADUATE PROGRAMS UNDER

CHOICE BASED CREDIT SYSTEM (CBCS)
These Regulations are common to all the students admitted to the Two-Year
Master’s Programs in the Faculties of Arts, Science, Indian Languages, Education,
Marine Sciences, and Fine Arts from the academic year 2019-2020 onwards.
1. Definitions and Nomenclature
1.1University refers to Annamalai University.
1.2 Department means any of the academic departments and academic centres at
the
University.
1.3 Discipline refers to the specialization or branch of knowledge taught and

researched in higher education. For example, Botany is a discipline in the Natural
Sciences, while Economics is a discipline in Social Sciences.
1.4 Program encompasses the combination of courses and/or requirements

leading to a Degree. For example, M.A., M.Sc.
1.5 Course is an individual subject in a Program. Each course may consist of

Lectures/Tutorials/Laboratory work/Seminar/Project work/Experiential learning/
Report writing/viva-voce etc. Each course has a course title and is identified by a
course code.
1.6 Curriculum encompasses the totality of student experiences that occur

during the educational process.
1.7 Syllabus is an academic document that contains the complete information

about an academic Program and defines responsibilities and outcomes. This
includes course information, course objectives, policies, evaluation, grading,
learning resources and course calendar.
1.8 Academic Year refers to the annual period of sessions of the

University that comprises two consecutive semesters.
1.9 Semester is a half-year term that lasts for a minimum duration of 90 days.
Each academic year is divided into two semesters.
1.10 Choice Based Credit System A mode of learning in higher education that
enables a student to have the freedom to select his/her own choice of elective
courses across various disciplines for completing the Degree Program.
1.11 Core Course is mandatory and an essential requirement to qualify for the
Degree.
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1.12 Elective Course is a course that a student can choose from a range of
alternatives.
1.13 Value-added Courses are optional courses that complement the students’
knowledge and skills and enhance their employability.
1.14 Credit refers to the quantum of course work in terms of number of class
hours in a semester required for a Program. The credit value reflects the content
and duration of a particular course in the curriculum.
1.15 Credit Hour refers to the number of class hours per week required for a
course in a semester. It is used to calculate the credit value of a particular course.
1.16 Programme Out-comes(POs) are statements that describe crucial and

essential knowledge, skills and attitudes that students are expected to achieve and
can reliably manifest at the end of a Program.
1.17 Program Specific Outcomes (PSOs) are statements that list what the
graduate of a specific Program should be able to do at the end of the Program.
1.18 Learning Objectives also known as Course Objectives are statements that
define the expected goal of a course in terms of demonstrable skills or knowledge
that will be acquired by a student as a result of instruction.
1.19 Course Outcomes (COs) are statements that describe what students should
be able to achieve/demonstrate at the end of a course. They allow follow-up and
measurement of learning objectives.
1.20 Grade Point Average (GPA) is the average of the grades acquired in various
courses that a student has taken in a semester. The formula for computing GPA is
given in section 11.3
1.21 CumulativeGrade Point Average (CGPA) is a measure of overall cumulative
performance of a student over all the semesters. The CGPA is the ratio of total
credit points secured by a student in various courses in all semesters and the sum
of the total credits of all courses in all the semesters.
1.22 Letter Grade is an index of the performance of a student in a particular

course.
Grades are denoted by the letters S, A, B, C, D, E, RA, and W.
2. Programs Offered and Eligibility Criteria
The various PG Programs offered by the University and the eligibility criteria for
each of these Programs are detailed below.
Faculty of Education
Program Eligibility
M.Sc., Applied A Pass in Bachelor’s Degree (10+2+3 or 10 +2+4
pattern) in any subject including the Professional
Psychology
courses of this University or an examination of any
other University accepted by the Syndicate as
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2. In the case of SC/ST and Differently-abled candidates, a pass is the

minimum qualification for all the above Programs.
3. Reservation Policy
Admission to the various Programs will be strictly based on the reservation policy
of the
Government of Tamil Nadu.
4. Program Duration
4.1 The Two Year Master’s Programs consist of two academic years.
4.2 Each academic year is divided into two semesters, the first being from July to
November and the second from December to April.
4.3 Each semester will have 90 working days (18 weeks).
5 Program Structure
5.1 The Two Year Master’s Program consists of Core Courses, Elective
Courses(Departmental & Interdepartmental), and Project.
5.2 Core courses

5.2.1 These are a set of compulsory courses essential for each Program
5.2.2 The core courses include both Theory (Core Theory) and Practical (Core
Practical) courses.
5.3 Elective courses
5.3.1 Departmental Electives (DEs) are the Electives that students can choose
from a range of Electives offered within the Department.
5.3.2 Interdepartmental Electives (IDEs) are Electives that students can choose
from amongst the courses offered by other departments of the same faculty as well
as by the departments of other faculties.
5.3.3 Students shall take a combination of both DEs and IDEs.
5.4 Experiential Learning
5.4.1 Experiential learning provides opportunities to students to connect
principles of the discipline with real-life situations.
5.4.2 In-plant training/field trips/internships/industrial visits (as applicable) fall
under this category.
5.4.3 Experiential learning is categorised as Core.
5.5 Project
5.5.1 Each student shall undertake a Project in the final semester.
5.5.2 The Head of the Department shall assign a Research Supervisor to the
student.
5.5.3 The Research Supervisor shall assign a topic for research and monitor the
progress of the student periodically.
5.5.4 Students who wish to undertake project work in recognised
institutions/industry shall obtain prior permission from the University. The
Research Supervisor will be from the host institute, while the Co-Supervisor shall
be a faculty in the parent department.
5.6 Value added Courses (VACs)
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5.6.1 Students may also opt to take Value added Courses beyond the
minimum credits required for award of the Degree. VACs are outside the normal
credit paradigm.
5.6.2 These courses impart employable and life skills. VACs are listed in the
University website and in the Handbook on Interdepartmental Electives and VACs.
5.6.3 Each VAC carries 2 credits with 30 hours of instruction, of which 60% (18
hours) shall be Theory and 40% (12 hours) Practical.
5.6.4 Classes for a VAC are conducted beyond the regular class hours and
preferably in the IIand III Semesters.
5.7 Online Courses
5.7.1 The Heads of Departments shall facilitate enrolment of students in Massive
Open Online Courses (MOOCs) platform such as SWAYAM to provide academic
flexibility and enhance the academic career of students.
5.7.2 Students who successfully complete a course in the MOOCs platform shall
be exempted from one elective course of the Program.
5.8 Credit Distribution
The credit distribution is organised as follows:
Credits
Core Courses 65-75
Elective Courses 15
Project 6-8
Total (Minimum requirement for 90-95*
award of Degree)
*Each Department shall

fix the minimum required credits for award of the Degree within the prescribed
range of 90-95 credits.
5.9 Credit Assignment
Each course is assigned credits and credit hours on the following basis:
1 Credit is defined as
1 Lecture period of one hour per week over a semester
1 Tutorial period of one hour per week over a semester
1 Practical/Project period of two or three hours (depending on the discipline) per
week over a semester.
6 Attendance
6.1 Each faculty handling a course shall be responsible for the maintenance of
Attendance and Assessment Record for candidates who have registered for the
course.
6.2 The Record shall contain details of the students’ attendance, marks
obtained in the Continuous Internal Assessment (CIA) Tests, Assignments and
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Seminars. In addition the Record shall also contain the organisation of lesson plan
of the Course Instructor.
6.3 The record shall be submitted to the Head of the Department once a month
for monitoring the attendance and syllabus coverage.
6.4 At the end of the semester, the record shall be duly signed by the Course
Instructor and the Head of the Department and placed in safe custody for any
future verification.
6.5 The Course Instructor shall intimate to the Head of the Department at least
seven calendar days before the last instruction day in the semester about the
attendance particulars of all students.
6.6 Each student shall have a minimum of 75% attendance in all the courses of
the particular semester failing which he or she will not be permitted to write the
End-Semester Examination. The student has to redo the semester in the next year.
6.7 Relaxation of attendance requirement up to 10% may be granted for valid

reasons such as illness, representing the University in extracurricular activities
and participation in NCC/NSS/YRC/RRC.
7 Mentor-Mentee System
7.1 To help the students in planning their course of study and for general advice
on the academic Program, the Head of the Department will attach certain number
of students to a member of the faculty who shall function as a Mentor throughout
their period of study.
7.2 The Mentors will guide their mentees with the curriculum, monitor their
progress, and provide intellectual and emotional support.
7.3 The Mentors shall also help their mentees to choose appropriate electives and
value- added courses, apply for scholarships, undertake projects, prepare for
competitive examinations such as NET/SET, GATE etc., attend campus interviews
and participate in extracurricular activities.
8 Examinations
8.1 The examination system of the University is designed to systematically test
the student's progress in class, laboratory and field work through Continuous
Internal Assessment (CIA) Tests and End-Semester Examination (ESE).
8.2 There will be two CIA Tests and one ESE in each semester.
8.3 The Question Papers will be framed to test different levels of learning based
on Bloom’s taxonomy viz. Knowledge, Comprehension, Application, Analysis,
Synthesis and Evaluation/Creativity.
8.4 Continuous Internal Assessment Tests
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8.4.1 The CIA Tests shall be a combination of a variety of tools such as

class tests, assignments, seminars, and viva-voce that would be suitable to
the course. This requires an element of openness.
8.4.2 The students are to be informed in advance about the assessment
procedures.
8.4.3 The pattern of question paper will be decided by the respective faculty.
8.4.4 CIA Test-I will cover the syllabus of the first two units while CIA Test-II will
cover the last three units.
8.4.5 CIA Tests will be for two to three hours duration depending on the quantum
of syllabus.
8.4.6 A student cannot repeat the CIA Test-I and CIA Test-II. However, if for any
valid reason, the student is unable to attend the test, the prerogative of arranging a
special test lies with the teacher in consultation with the Head of the Department.
8.5 End Semester Examinations (ESE)
8.5.1 The ESE for the first/third semester will be conducted in November and for
the second/fourth semester in May.
8.5.2 A candidate who does not pass the examination in any course(s) of the first,
second and third semesters will be permitted to reappear in such course(s) that
will be held in April and November in the subsequent semester/year.
8.5.3 The ESE will be of three hours duration and will cover the entire syllabus of
the course.
9 Evaluation
9.1 Marks Distribution
9.1.1. Each course, both Theory and Practical as well as Project/Internship/Field
work/In-plant training shall be evaluated for a maximum of 100 marks.
9.1.2 For the theory courses, CIA Tests will carry 25% and the ESE 75% of the
marks.
9.1.3 For the Practical courses, the CIA Tests will constitute 40% and the ESE
60% of the marks.
9.2. Assessment of CIA Tests
9.2.1 For the CIA Tests, the assessment will be done by the Course Instructor
9.2.2 For the Theory Courses, the break-up of marks shall be as follows:
9.2.3 For the Practical Courses (wherever applicable), the break-up of marks shall
be as follows:
Marks Marks
Test-I & Test-II 15 Test-I 15
Seminar 05 Test-II 15
Assignment 05 Viva-voce and Record 10
Total 25 Total 40
9.3 Assessment of End-Semester Examinations

9.3.1 Evaluation for the ESE is done by both External and Internal
examiners (DoubleEvaluation).
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9.3.2 In case of a discrepancy of more than 10% between the two examiners in
awarding marks, third evaluation will be resorted to.
9.4 Assessment of Project/Dissertation
9.4.1 The Project Report/Dissertation shall be submitted as per the guidelines laid
down by theUniversity.
9.4.2 The Project Work/Dissertation shall carry a maximum of 100 marks.
9.4.3 CIA for Project will consist of a Review of literature survey,
experimentation/field work, attendance etc.
9.4.4 The Project Report evaluation and viva-voce will be conducted by a committee
constituted by the Head of the Department.
9.4.5 The Project Evaluation Committee will comprise the Head of the Department,
ProjectSupervisor, and a senior faculty.
9.4.6 The marks shall be distributed as follows:
Continuous Internal Assessment End Semester Examination (75 Marks)

(25 Marks)
Project / Dissertation Viva-voce
Evaluation
Review-I 10 Review-II: 15
50 25
9.5 Assessment of Value-added Courses

9.5.1 Assessment of VACs shall be internal.
9.5.2 Two CIA Tests shall be conducted during the semester by the Department(s)
offering VAC.
9.5.3 A committee consisting of the Head of the Department, faculty handling the
course and a senior faculty member shall monitor the evaluation process.
9.5.4 The grades obtained in VACs will not be included for calculating the GPA.9.6
Passing Minimum
9.6.1 A student is declared to have passed in each course if he/she secures not
less than 40% marks in the ESE and not less than 50% marks in aggregate taking
CIA and ESE marks together.
9.6.4 A candidate who has not secured a minimum of 50% of marks in a course
(CIA + ESE) shall reappear for the course in the next semester/year.
10. Conferment of the Master’s Degree
A candidate who has secured a minimum of 50% marks in all courses prescribed
in the Program and earned the minimum required credits shall be considered to
have passed the Master’s Program.
11. Marks and Grading
11.1 The performance of students in each course is evaluated in terms of Grade
Point (GP).
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11.2 The sum total performance in each semester is rated by Grade Point Average
(GPA) while Cumulative Grade Point Average (CGPA) indicates the Average Grade
Point obtained for all the courses completed from the first semester to the current
semester.
11.3 The GPA is calculated by the formula
∑ CiGi
GPA =
∑ Ci
where, Ci is the Credit earned for the Course in any semester;
Giis the Grade Point obtained by the student for the Course i and
n is the number of Courses passed in that semester.
11.4 CGPA is the Weighted Average Grade Point of all the Courses passed
starting from the first semester to the current semester.
∑ ∑ CiGi
=
∑ ∑ Ci
where, Ci is the Credit earned for the Course i in any semester;
Gi is the Grade Point obtained by the student for the Course i and
n is the number of Courses passed in that semester.
m is the number of semesters.
11.5 Evaluation of the performance of the student will be rated as shown in the
Table.
Letter Grade Grade Points Marks %
S 10 90 and above
A 9 80-89
B 8 70-79
C 7 60-69
D 6 55-59
E 5 50-54
RA 0 Less than 50
W 0 Withdrawn from the
examination
11.6 Classification of Results. The successful candidates are classified as

follows:
11.6.1 For First Class with Distinction: Candidates who have passed all
the courses prescribed in the Program in the first attempt with a CGPA of 8.25 or
above within the Program duration. Candidates who have withdrawn from the End
Semester Examinations are still eligible for First Class with Distinction (See
Section 12 for details).
11.6.2 For First Class: Candidates who have passed all the courses with a CGPA
of 6.5 or above.
11.6.3 Second Class: Candidates who have passed all the courses with a CGPA
between 5.0 and less than 6.5.
11. 6.4 Candidates who obtain highest marks in all examinations at the first
appearance alone will be considered for University Rank.
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11.7 Course-Wise Letter Grades

11.7.1 The percentage of marks obtained by a candidate in a course will be
indicated in a letter grade.
11.7.2 A student is considered to have completed a course successfully and earned
the credits if he/she secures an overall letter grade other than RA.
11.7.3 A course successfully completed cannot be repeated for the purpose of
improving the Grade Point.
11.7.4 A letter grade RA indicates that the candidate shall reappear for that
course. The RA Grade once awarded stays in the grade card of the student and is
not deleted even when he/she completes the course successfully later. The grade
acquired later by the student will be indicated in the grade sheet of the Odd/Even
semester in which the candidate has appeared for clearance of the arrears.
11.7.5 If a student secures RA grade in the Project Work/Field
Work/Practical Work/Dissertation, he/she shall improve it and resubmit if it
involves only rewriting/ incorporating the clarifications suggested by the evaluators
or he/she can re-register and carry out the same in the subsequent semesters for
evaluation.
12. Provision for Withdrawal from the End Semester Examination
12.1 The letter grade W indicates that a candidate has withdrawn from the
examination.
12.2 A candidate is permitted to withdraw from appearing in the ESE for one
course or courses in ANY ONE of the semesters ONLY for exigencies deemed valid
by the University authorities.
12.3 Permission for withdrawal from the examination shall be granted only
once during the entire duration of the Program.
12.3 Application for withdrawal shall be considered only if the student has
registered for the course(s), and fulfilled the requirements for attendance and CIA
tests.
12.4 The application for withdrawal shall be made ten days prior to the
commencement of the examination and duly approved by the Controller of
Examinations. Notwithstanding the mandatory prerequisite of ten days notice, due
consideration will be given under extraordinary circumstances.
12.5 Withdrawal is not granted for arrear examinations of courses in previous
semesters and for the final semester examinations.
12.6 Candidates who have been granted permission to withdraw from the
examination shall reappear for the course(s) when the course(s) are offered next.
12.7 Withdrawal shall not be taken into account as an appearance for the
examination when considering the eligibility of the candidate to qualify for First
Class with Distinction.
13. Academic misconduct
Any action that results in an unfair academic advantage/interference with the
functioning of the academic community constitutes academic misconduct. This
includes but is not limited to cheating, plagiarism, altering academic documents,
fabrication/falsification of data, submitting the work of another student, interfering
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with other students’ work, removing/defacing library or computer resources,

stealing other students’ notes/assignments, and electronically interfering with
other students’/University’s intellectual property. Since many of these acts may be
committed unintentionally due to lack of awareness, students shall be sensitized
on issues of academic integrity and ethics.
14. Transitory Regulations
Wherever there has been a change of syllabi, examinations based on the existing
syllabus will be conducted for two consecutive years after implementation of the
new syllabus in order to enable the students to clear the arrears. Beyond that, the
students will have to take up their examinations in equivalent subjects, as per the
new syllabus, on the recommendation of the Head of the Department concerned.
15.Notwithstanding anything contained in the above pages as Rules and
Regulations governing the Two-Year Master’s Programs at Annamalai University,
the Syndicate is vested with the powers to revise them from time to time on the
recommendations of the Academic Council.
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Annamalai University
Department of Psychology
M.Sc Applied Psychology (Two Year) Program
Program Code: UPSY-21
Program Structure
(For students admitted from the academic year 2019-2020)
Hours/
Marks
Week
Course
Course Title
Code L P C CIA ESE Total
Semester-I
19PSYC 101 Core 1:General Psychology 5 5 25 75 100
19PSYC 102 Core 2: Social Psychology 5 5 25 75 100
19PSYC 103 Core 3: Lifespan Psychology 5 5 25 75 100
19PSYC 104 Core 4: Criminal Psychology 4 4 25 75 100
19PSYX 105 Elective 1: Inter departmental Elective 3 3 25 75 100
22 22 125 375 500
Semester-II
19PSYC 201 Core 5: Theories of Personality 5 5 25 75 100
Core6: Research Methodology &
19PSYC 202 5 5 25 75 100
Psychological Statistics.
Core 7: Psychological Testing &
19PSYC 203 - 5 5 25 75 100
Experiments Practical I
19PSYC 204 Core 8: Positive Psychology 4 4 25 75 100
19PSYE 205 Elective 1: Department Elective 3 3 25 75 100
19PSYX 205 Elective 2: Interdepartmental Elective 3 3 25 75 100
20 5 25 150 450 600
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Semester-III
19PSYC 301 Core 9: Psychopathology 5 5 25 75 100
19PSYC 302 Core 10: Health Psychology 5 5 25 75 100
19PSYC 303 Core11:Counseling Psychology 5 5 25 75 100
19PSYC 304 Core 12: Yoga &Aging 5 5 25 75 100
19PSYE 305 Elective 2: Department Elective 3 3 25 75 100
19PSYX 305 Elective 3: Interdepartmental Elective 3 3 25 75 100
26 26 150 450 600
Semester-IV
19PSYC 401 Core 13:Human Resource Management 4 4 25 75 100
19PSYC 402 Core 14: Organizational Behavior 4 4 25 75 100
Core 15: Psychological Testing &
19PSYC 403 - 5 5 25 75 100
Experiments Practical II
19PSYPJ
Dissertation and Institutional Training - 6 6 25 75 100
404
19PSYC 405 The Constitution of India 3 - 3 25 75
22 8 22 125 375 400
Total Credits 95 8 95 550 1650 2200
Value Added Courses
L- Lectures; P- Practical; C- Credits; CIA- Continuous Internal Assessment; ESE-
End-Semester Examination
Note:
1. Students shall take both Department Electives (DEs) and Interdepartmental
Electives (IDEs) from a range of choices available.
2. Students may opt for any Value-added Courses listed in the University website.
Elective Courses
Department Electives (DE)
hours/
S. week Marks
Course Code Course Title
No.
C
L CIA ESE Total
19PSYE 205
Industrial Psychology
1. 3 3 25 75 100
DE II
Semester
19PSYE 305 Industrial Relations
2. DE III & Labor Welfare 3 3 25 75 100
Semester
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Interdepartmental Electives (IDE)

Hours/
Departm week Marks
S. Course Code Course Title
ent
No. C
L CIA ESE Total
Personality
19PSYX 105
1. Development 3 3 25 75 100
IDE I Semester
Psycho
2. 19PSYX 205 Health Psychology 3 3 25 75 100
logy
IDE\II Semster
Counselling
3. 19PSYX 305 Psychology 3 3 25 75 100
IDEIII Semester
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Value AddedProgramme
Hours/wee
k Marks
Course Code Course Title
C
L P CIA ESE Total
VAD 1 Health and well-being
3 0 3 25 75 100
VAD2 Counselling skills

3 0 3 25 75 100
VAD3 Introduction to life skills

3 0 3 25 75 100
VAD4 Personality development

3 0 3 25 75 100
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2019-2020 19VAD1-HEALTH AND WELL-BEING

Course Objectives
To enable the student to understand
a) of health and how to maintain health and well-being
b) health enhancing behaviours anf psychological factors
UNIT 1: Introduction to Health Psychology: components of health, relationship
between health and psychology, mind and body relationship, goals of health
psychology.
UNIT 2 : Well-being : Components of well-being: life satisfaction, affect.
UNIT 3: Stress, illness and pain : causes, consequences and coping with stress,
pain and illness
UNIT 4 : Health enhancing behaviours: Implications for well-being: psychology
factors: resilience, hope, optimism; excercise, safety, nutrition.
UNIT 5 : Environment and Health, Communicable and Non-communicable
Diseases, Role of Genetics in Health and Disease, Major nutritional problems ,
National Health Programmes in India.
Course Outcomes:
The student will be able to explain
CO1 health and how to maintain health and well-being
CO2 health enhancing behaviours and psychological factors
Mapping of Course Outcomes (CO) with Programme Outcomes (PO)
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14
CO1 3 √ √
CO2 3 √
Suggested Readings:
1. DiMatteo, M.R. and Martin, L.R.(2002). Health psychology. New Delhi:
Pearson.
2. Sarafino, E.P. (2002). Health psychology: Bio psychosocial interactions
( 4th ed.).NY: Wiley.
3.Snyder, C.R & Lopez,S.J.(2007).Positive psychology
:The scientific and practical explorations of human
strengths. Thousand Oaks, CA: Sage.
4. Taylor, S.E. (2006). Health Psychology (6th ed.). New York: Tata
McGraw Hill.
IN T E R N E T S U R F IN G R E Q U I R E D :
Students will be highly encouraged to find out the relevant material
through INTERNET surfing
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2019-2020 19VAD2 -COUNSELLING SKILLS

Course Objectives
a) relationship between counselling and psychotherapy
b) approaches to counselling and skills
Unit 1. Introduction
Counselling Psychology: Meaning. Goals and Stages Relationship between
Counselling and Psychotherapy, Counsellor Effectiveness, Ethics in Counselling.
Unit 2. APPROACHES
Overview of Approaches to Counselling. Psychodynamic, Behavioral, Person-
Centered, Cognitive-Behavioral approach, E-Counselling.
Unit 3. COUNSELLING PROCESS
Counselling Process: Concept, Negotiating Expectations, Assessment.
Establishing a Working Alliance. Ending Counselling, Middle Part of Counselling:
Assimilation of Problematic
Experiences, Change Events, Using Structured Exercises and Interventions.
Unit 4. APPLICATIONS
Family Counselling, School Counselling, Career Counselling, Counselling
with economically Disadvantaged People. HIV-AIDS counseling
UNIT 5 : ETHICS IN COUNSELLING
Need for Ethical Standards , Ethical Codes and Guidelines Rights of Clients,
Dimensions of Confidentiality, Dual Relationships in Counselling Practices ,The
Counsellor’s Ethical and Legal Responsibilities , Ethical Issues in the Assessment
Process.
Course Outcomes:
CO1 relationship between counselling and psychotherapy
CO2 approaches to counselling and skills
Cour
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14
se
CO1 3 3 3
CO2 3 3 3
Suggested Readings:
Cladding, S.T. (2012). Counseling: A Comprehensive Profession. (7thed). Pearson.
Mc Lead. J_ (201[1).An Introduction to Counselling. (3 ied), Mc Craw Hill Education.
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2019-2020 19VAD3-INTRODUCTION TO LIFE SKILLS

Course Objectives
a) orientation in life skill
b) concepts, approaches and theories of learning
c) impart knowledge in pillars of education
Unit 1: INTRODUCTION Definition and Importance of Life Skills Livelihood

Skills, Survival Skills and Life Skills Life Skills Education, Life Skills Approach,
Life Skills Based Education Life Skills Training - Implementation Models
Unit 2: EVOLUTION OF THE CONCEPT OF LIFE SKILLS Genesis of the Concept
- UN Inter-Agency Meeting - Hamburg Declaration - Quality Education and Life
Skills: Dakar Framework - Life Skills Education in the Indian Context
Unit 3: LEARNING -Learning and Performance, Learning and Cognitive
Development, Learning and Maturation - Adult Learning - Approaches to Learning:
Behaviouristic and Cognitive Approaches - Theory of Social Learning: Albert
Bandura - Bloom's Taxonomy of Learning Outcomes - Rogers Situated Learning
Unit 4: PILLARS OF EDUCATION AND LIFE SKILLS The Four Pillars of
Education - Learning to Know - Learning to Do - Learning to Live Together -
Learning to Be Learning Throughout Life
Unit 5: PRACTICUM Analyze the Life Skills Approach in School Curriculum.
Course Outcomes:
CO1 orientation in life skill
CO2 concepts, approaches and theories of learning
CO3 impart knowledge in pillars of education
CO1 3 3 3
CO2 3 3
CO3
Prescribed Books: Delors, Jacques (1997). Learning: The Treasure Within,

UNESCO, Paris.
 Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi
 National Institute of Youth Development, Tamil Nadu. Page 8 of 62 UNESCO
(1997). Adult Education: The Hamburg Declaration, UNESCO, Paris.
 UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO,
Paris.
 WHO (1999). Partners in Life Skills Education: Conclusions from a United
Nations
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 Inter-Agency Meeting, WHO, Geneva. Nair. A. Radhakrishnan, (2010). Life Skills

Training for Positive Behaviour, Rajiv Gandhi National Institute of Youth
Development, Tamil Nadu. Santrock W.John (2006). Educational Psychology. (2nd
Edn.)New Delhi: Tata McGraw-Hill Publishing Company Ltd.
References:
1. Dakar Framework for Action, (2000). Education for All: Meeting our Collective
Commitments, Dakar, Senegal.
2. Life Skills Resource Manual, Schools Total Health Program, (2006). Health
Education and Promotion International Inc., Chennai.
2019-2020 19VAD4 - PERSONALITY DEVELOPMENT

Course Objectives
a) personality development and theories
b) determinants of personality
c) personality enrichment and assessment
Unit 1:INTRODUCTION Defining Personality Personality Development Stability

of Personality Personality Change.
Unit 2: THEORIES OF PERSONALITY Psychoanalytical Theory of Personality

Humanistic Theory of Personality Trait Theory of Personality Social Cognitive
Theories Behaviorism and Learning Approaches to Personality Eastern Theory:
Thriguna Theory (SRT)
Unit 3: DETERMINANTS OF PERSONALITY Cognitive Determinants -
Intellectual Development and Intellectual Capacities - Deviant Intelligence - Major
areas of adjustment affected by Intelligence Socio-cultural Determinants - Family
and Educational Determinants - Social Determinants Emotional Determinants -
Dominant Emotions, Emotional Expressions - Emotional Balance and Emotional
Deprivation - Emotional Catharsis and Emotional Stress.
Unit 4: PERSONALITY ENRICHMENT Motivation and its Process Life Skills for
Personality Development.
UNIT 5 : MANAGING SELF Emotions, Ego, Pride, Stress, Achievements,
Confidence improvement, Recognition of one’s own limitations and deficiencies ,
Interpersonal Skills, Communication Skills, Commitment , making decisions,
handling your and other people's stress, empowering, motivating and inspiring
others.
Course Outcomes:
CO1 personality development and theories
CO2 determinants of personality
CO3 personality enrichment and assessment

20
CO1 3 √ √
CO2 3 √
CO3
Prescribed Books:
1. Cervone Daniel, Pervin. L.A, (2008), Personality Theory & Research, (10th Edn.),
John Willey & Sons, Inc., United States of America.
2. Haslam Nick, (2007), Introduction to Personality and Intelligence, Sage
Publications, New Delhi.
3. Hurlock, B. Elizabeth,(2007). Personality Development, Tata McGraw-Hill
Publishing Company Limited, New Delhi.
References:
1. Ciccarelli .K. Saundra, Meyer.E. Glenn, (2007). Psychology, Pearson Prentice
Hall, New Delhi.
2. Hilgard, E, Atkinson RC & Atkinson RL (1976). Introduction to Psychology (6th
Edn.), Oxward &IBH Publishing Co. Pvt Ltd, New Delhi.
3. Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv Gandhi
National Institute of Youth Development, TamilNadu.
Program objectives (POs)

The rigorous two-year Program intends to provide theoretical knowledge and
practical experience in the field of Applied Psychology. The major Course Objectives
of the Program
1. To enable the student to understand the various concepts in Psychology.
2. To familiarize the student with various aspects in human development.
3. To provide a clear understanding about the social behavior and the group
processes.
4. To develop the behavior, values and attitude of the student inturn to mould
one’s personality.
5. To enhance the wellbeing of the community through positive psychological
perspective.
6. To gain knowledge on various psychological disorders, it’s etiology,
consequences and its management.
7. To provide rich knowledge in various counseling skills and psychological
therapies to help the people in need.
8. To understand the various psychological and cognitive aspects of behavior in
the adolescence.
9. To understand the psychological implications of consumer’s behavior and
marketing strategy.
21
10. To familiarize the student with the practical assessments of various

psychologicaldomains scientifically.
11. To develop knowledge in statistical application and research methods in the
field of social science.
12. To understand the application of Psychology in organizational or industrial
climate.
13. To explore the importance and functions of human resource management in
various organizations.
14.To enable the student to gain practical experience in the field of Psychology
through institutional trainings, project report and community visits.
15.PROGRAM OUTCOMES (PO)
16. After the successful completion of Post-graduation in Applied Psychology,
the student will be able to-
17. PO1. Gain knowledge on various psychological terms and concepts.
18. PO2. Explore the various psychological and biological process involved in
19. humandevelopmental process.
20. PO3. Get a clear picture about the social behavior and the group
processes.
21. PO4. Improve or develop their personality.
22. PO5. Promote wellbeing in the community through Positive Psychological
Perspective.
23. PO6. Gain knowledge about the etiology and consequences of various
psychologicaldisorders.
PO7. Manage various psychological issues through counseling and

psychotherapies.
PO8. Understand the cognitive and psychological aspects of adolescence.
PO9. Enhance knowledge in consumer behavior and various marketing strategies.
PO10. Familiarize with the practical assessment of psychological domains in a
scientificmanner.
PO11. Acquire knowledge in research acumen and can perform extensive research.
PO12. Understand the importance of Psychology in organizations and it’s impact
on employer-
employee relationship.
PO13. Understand the major functions of Human Resource Management in
variousorganizations.
PO14. Gain practical experience in the field of Psychology.
22
MAPPING OF PROGRAM OBJECTIVES (POS) WITH PROGRAM OUTCOMES (PO)

POS1 POS2 POS3 POS4 POS5 POS6 POS7 POS8 POS9 POS10 POS11 POS12 POS13 POS14
PO1 3
PO2 3
PO3 3
PO4 3
PO5 3
PO6 3
PO7 3
PO8 3
PO9 3
PO10 3
PO11 3
PO12 3
PO13 3
PO14 s3
2019-2020 19PSYC 101: GENERAL PSYCHOLOGY

Credits : 5 Hours : 5
Course Objectives:
a) the scientific orientation of psychology
b) the various characteristics of behavior
c) a working knowledge about memory, motivation and emotion
d) the cognitive and intellectual factors
e) the personality types and assessment
Unit-I
Psychology - A science
Modern psychology. Definition - Goals - Schools of psychology - Methods:
Introspection - Observation -Experiment - Case study - Developmental methods -
Brief history of psychology - Fields in psychology.
Biological Bases of Behavior
23
Neurons: Structure - Functions – Neurotransmitters - Nervous system: Major

divisions. Brain: Structure and functions. The endocrine system - Heredity and
environment in the development of behavior.
Unit-II
Sensation and Perception
Sensation - Meaning - Stimulus thresholds -Adaptation - Signal detection theory -
Sense organs -Vision - Hearing - Touch and other skin senses - Smell and taste -
Kinesthesis and Vestibular sense. Perception: Meaning - Factors - Organizing
principles -Errors in perception - Extra sensory perception.
States of Consciousness
Biological rhythms: Waking states of consciousness. Sleep disorders - Altered states
of consciousness -Hypnosis. Conscious altering drugs - Meditation.
Learning
Definition - Characteristics - Association theories: Classical conditioning - Basic
principles - Operant conditioning - Reinforcement - Shaping - Learned helplessness
- Cognitive theories - Insight learning -Observational learning.
Unit-III
Memory and Forgetting
Memory: Meaning - Information processing approach - Memory system:
Sensory memory - Short term memory - Long term memory - Forgetting: Meaning -
Causes: Decay hypothesis - Interference - Repression - Amnesia - Improving
memory.
Motivation and Emotion: Motivation: Meaning - Theories: Instinct theory -Drive
theory - Arousal theory - Expectancy theory - Need hierarchy theory - Classification
of motives: Physiological motives - Psychological effects - Emotions: Meaning -
Theories.
Unit-IV
Cognition: Thinking
Thinking: Meaning - Concepts - Propositions – Image - Reasoning - Problem solving
methods - Artificial intelligence - Fiaget's cognitive development theory -
Language: Basic -Development of language - Psycholinguistics.
Unit-V
Cognition: Intelligence and Creativity
Intelligence: Meaning - The concept of I.Q. theories: Two factor theory – Multifactor
theory - Group factor theory - Guilford's model - Triarchic theory - Intelligence
tests: verbal, nonverbal and performance tests – Extremes of intelligence - Meaning
- Steps in creative thinking -Characteristics of creative people.
Personality
Meaning - Determinants - Types and traits -Measuring personality: Subjective,
Objective tests and Projective techniques.
Current Stream of Thoughts (For Advanced Learners Only)
Applications of Psychology, what do Psychologists really do? Receptors and Neural
processing.
Difference between Sensation & Perception, perceptual defense motivational
influences on Perception,. Nature, Types and Schedules of Reinforcement
24
Models of Memory: The working Memory Model, Network Model,- The Humanistic
Approach of Motivation, Motivational Cycle.
Theories of Concept Formation, Deductive & Inductive reasoning, Reasoning
Fallacies Emotional Intelligence.
Course Outcomes:
The student will be able to explain:
CO1. the different methods of psychology and the biological bases of behavior
CO2. the concept of sensation and perception
CO3. the concept of learning and different theories of learning
CO4. the meaning of forgetting, motivation and emotion and implication in daily
life
CO5. the cognitive development and the development of language among the
children
Mapping of Course Outcomes (CO) with Program Outcomes (PO)
CO1 3 3
CO2 3 3
CO3 3 3
CO4 3 3
CO5 3 3
Text Books
Baron, R.A. Psychology. Boston: Allyn & Bacon, 1998.
Feldman, R.S. Understanding Psychology.(4th Ed.) New York: McGraw Hill, 1996.
Reference Books
1) Lupton, D. The Emotional Self. New York: Sage Publications, 1998.
2) Spear, P.D. Penron, S.D. & Baker, I.B. Psychology,Perspectives of Behavior. New
York:John Wiley & Sons. 1998.
3) Schiffman, H.R. Sensation and Perception. New York:Johnwiley& Sons, 1996.
4) Hank kahney. Problem Solving. Buckingham: Open University press, 1993.
5) Buck, R. Human Motivation and Emotion. (2nd Ed.) New York: John wiley& Sons,
1988.
6) Goleman, D. The Varieties of Meditative Experience. London: Rider & Co. 1978.
7) Mische.W. Introduction to Personality (3rd Ed.) New York: Holt, Rinehart and
Winston, 1981.
8) Buzan, I., &Buzen, B.The Mind Map Book. London: BBC Books, 1985.
9) Rajamanickam.M. Modern General Psychology. Agra: Bhargave Book House,
2000
25
2019-2020 19PSYC 102: SOCIAL PSYCHOLOGY

Credits : 5
Hours : 5
Course Objectives:
a) the definition, historical development and the methods of social psychology
b) the factors of social perception, attribution, impression formation
c) the nature, formation and change of attitudes
d) the causes of prejudice, discrimination and pro-social behavior
e) the nature, functions of group, decision making and the leadership influence
Unit-1
The Field of Social Psychology
Social Psychology: A working definition. Focuses on the behavior of the individuals -
Social Psychology: A capsule Memory: Early years, its youth, 1970's, and 1980's
1990's and beyond - Research methods in social Psychology: The Experimental
Method, Correlational Method, Social Psychological and perennial skeptics: The
importance of replication and multiple methods in social research, Role of Theory in
Social Psychology -The Quest for knowledge and the rights of individuals.
Unit-II
Social Perception
Social Perception - Non-verbal communication: The basic channels, Non-verbal
behaviors and social interaction: Self-Presentation and the detection of Deception
Attribution Theories of Attribution: Jones and Davis theory - Kelley's theory of
casual attribution - Attribution: Some basic facts and impression formation: Some
basic facts and impression Management.
Unit-III
Attitudes
Attitudes – Formation of attitudes: Social learning direct experience and genetic
factors - Attitudes and Behavior: The essential link attitude specify - Attitude
components - Attitude strength - Vested interest and the role of self-awareness -
Attitude accessibility - Persuasion: The Traditional and cognitive approach -
Reciprocity of persuasion - When attitude change fails reactance -Forewarning and
selective avoidance - Cognitive Dissonance: Dissonance and attitudinal
change - Dissonance and the less - lead - to more effect -Dissonance
- Origin of Dissonance.
Unit-IV
Prejudice and Discrimination
Prejudice and Discrimination - The origins of Prejudice: Direct inter group for
Prejudice - Ultimate attribution error - Early experience - Cognitive sources of
Prejudice - Challenging prejudice: On learning not to hate - Direct Intergroup
contact - Recategorization and its nature and effect: Gender stereotypes –
Discrimination against females and sexual harassment.
Pro-Social Behavior
Pro-social behavior - Responding to an Emergency: Behavior of Bystanders -
Bystander apathy versus diffusion of responsibility - Five necessary cognitive steps
26
-Internal and External factors that influence altruistic behavior - Explanations

of Pro-social behavior: Empathy - Altruism theory - Egoistic theory – Empathic joy
and Genetic selfishness.
Unit-V
Groups and Individuals
Groups: their nature and function - Group formation and how groups function -
Groups and task performance social facilitation - Group versus individuals - Social
loafing - Social facilitation and social loafing - Decision making by groups: The
decision making process - Nature of group decisions - Some potential pitfalls -
Leadership: Its nature and impact in groups: The traits approach -Gender
difference 'in Leadership - Leader effectiveness: Two influential views -
Transformational Leadership: Leadership through vision and charisma.
CURRENT STREAM OF THOUGHTS (for Advanced Learners only)
Historical Development of Social Psychology, Research Methods: Interview Method,
Survey Method, Case History Methods- Approaches of Social
Psychology.Comparison, Social Psychology and Health.
Mood perception, techniques to change Social-Perception, comparison between
impression formation and impression management.
Attitudes; Genetic or Learned? Factors responsible for Attitude change Failure.
Difference between Prejudice and Altruism, Challenging Prejudice then and Now,
Online Social Facilitation & Social Loafing, Decision making by groups versus
Individuals.
Course Outcomes:
CO1. the pro-social behavior
CO2. the social learning factors
CO3. the nature, formation and change of attitudes
CO4. about the gender stereotypes and sexual harassment
CO5. the process in group decisions
CO1 3
CO2 3 3
CO3 3
CO4 3
CO5 3
Text Books
1) Robert, A. Baron., and Donn Byrne. Social Psychology: Understanding Human
27
Interaction (7th Edition); New Delhi: Prentice Hall of India Private Limited, 1995.
2) Robert, S. Feldman. Social Psychology; Englewood Cliffs, New Jersey: Prentice
Hall, 1995.
3) David, O. Sears Anne Peplan, Jone than L. Freeman and Shelly, E. Taylor.
Social Psychology (6th Edition).New Jersey: Englewood Cliffs. 1998.
4) Kuppusamy, B. An introduction to social psychology,(Second Edition), Bombay:
Lily Jayasinglhe publishers pvt.ltd., 1982.
2019-2020 19PSYC 103: LIFESPAN PSYCHOLOGY Credits : 5

Hours : 5
Course Objectives:
To enable the student to understand:
a) the biological foundations behind the developments extending from conception
to old age
b) the principles and pattern of maturation, learning, social expectations,
Individuals differences
c) the steps involved in the physical, intellectual, social and personality
development
d) various aspects of speech, emotional and play development
e) the meaning and development of creativity, moral and discipline, sex role and
family relationships
Unit-I
Human Development
Human development: An introduction – Early Approaches – Human
development today – Influences on development – Timing of influences – Theoretical
perspectives – Research methods – Methods of data collection –Basic Research
designs – Ethics in research
Unit-II
Conception to Birth
Conceiving new life – Heredity and Environment – Prenatal development- The Birth
process.
Unit-III
Infancy and Toddlerhood
New born baby – Survival and health – Early Physical development –
Cognitive development – Classic approaches – Newer approaches – Language
development – Foundations of Psychosocial development – Developmental issues in
infancy and Toddler hood – Contact with other children – Children of working
parents.
Unit-IV
Early Childhood
Aspects of Physical development –Motor skills – Health and safety – Cognitive
development – Language and other cognitive abilities – Early childhood education –
Psychosocial development in early childhood – Developing self – Play parenting –
Relationship with other children
28
Unit-V
Middle Childhood
Aspects of physical development – Health and safety – Cognitive development –
Piagetin approach – Language and literacy – Child in school – Psychosocial
development child in family – Child in peer group – Mental health.
Growth and Maturation, Developmental Task,
Drugs and Prenatal Development, Stress of mother during Pregnancy.
Development during Infancy in relation to mother`s physical and mental health.
Theories of Development.
Course Outcomes:
CO1. the biological foundations behind the developments extending from
conception to old age
CO2. The principles and pattern of maturation, learning, social expectations,
individuals differences
CO3.the steps involved in the physical, intellectual, social and personality
development
CO4. various aspects of speech, emotional and play development
CO5. the meaning and development of creativity, moral and discipline, sex role and
family relationships
CO1 3
CO2 3
CO3 3
CO4 3
CO5 3
Books:
1. Papalia, D.E. & Olds, S.D.Human Development (9th Edition). New Delhi:
Tata McGraw Hill Publishing Co. Ltd., 2004.
2. Hurlock, E.B. Chad Development (4th Edn.). New Delhi: Tata McGraw Hill Co.
Ltd., 1976
Schiamberg, L.B. Human Development (2nd Edn. New York: Macmillan publishing
Co., 1984.
29
2019-2020 19PSYC 104: CRIMINAL PSYCHOLOGY Credits : 4

Hours : 4
Course Objectives:
a) the nature of criminal behavior
b) the nature and extent of juvenile offending
c)the nature and scope of criminal justice
d) about the restorative justice and its effectiveness in reducing crime
mental disorder and crime
Unit-I:
Criminal Behavior
Criminal behavior an overview- crime- criminal Psychology-the nature of
explanation-the causes of crime-evolutionary approaches-developmental
approaches-psycological approaches-biological approaches-situational approaches
Juvenile Delinquency and development of theories of crime
Juvenile delinquency and development theories of crime- Juvenile delinquency -the
nature and extent of juvenile offending – the age-crime curve-risk and protecting
Unit-II
Mental Disorder and Crime
Mental disorder and crime-the concept of mental disorder-major mental
disorders- the association between mental and crime-the relationship between
mental disorder and crime-psychopath. Aggression and Violence. Aggression and
violence- conceptual issues-concept check-evolutionary approaches-situational
approaches-psychological approaches-biological approaches-social-structural and
cultural approaches-general theories of aggression
Unit-III
Violent Offending
Violent offending-the nature and extent of violent crime-community violence-family
violence-school violence-multiple homicide.
Collective Violence
Collective violence-the nature and extent of collective violence-evolutionary
approaches-situational approaches-psychological approaches-mechanisms of moral
disengagement-understanding the Rwandan genocide: key psychological and
situational process-social-structural and cultural approaches
Unit-IV
Sexual Offending
Sexual offending - the nature and extent of sexual offending -
characteristics of sexual offenders - theoretical approaches to understanding sexual
offending-integrated models of sexual offending.
Drugs and Crime: Drugs and crime-what are drugs-who uses drugs-drug use and
misuse-theories of drug use and misuse- illegal drug markets-the associations
between drugs and crime-understanding the relationship between drugs and crimes
30
Unit-V
Punishment
Punishment-the nature and scope of criminal justice responses to crime- the
harms of punishment-rationales for punishment-does punishment work- to copy or
not to copy.Prevention, rehabilitation Prevention, rehabilitation and restorative
justice-prevention-rehabilitation

Parents don’t turn children into criminals: the child rejects the parents, The failure
to identify the cause of crime, rehabilitation or more crime?
Criminals as terrorists, criminals as Social-reformers (Biographies), Mental illness
or a criminal personality
Violent behavior: genetic, Environmental or Situational?
Sex for Conquest and a buildup of the Self, Drugs and Criminality
Course Outcomes:
CO1. the nature of criminal behavior
CO2. the nature and extent of juvenile offending
CO3. the nature and scope of criminal justice
CO4. the restorative justice and its effectiveness in reducing crime, mental
disorders and crime.

CO1 3
CO2 3
CO3 3
CO4 3
Text Book:
RussilDurrant ,2013,An Introduction To Criminal Psychology,NewYork,Rouledge
Taylor & Francis Group
Reference Book:
1.Abadinsky,H.(2011).Drug Use and abuse:A comprehensive
introduction,Belmont,CA
Wadsworth
2.AdlerF.Mueller.G.O.W and Laufer W.S.(2007).Criminology and the criminal justice
system(6th edn)Newyork:McGraw-Hill
3.Atherican Psychiatric Association (2000)Diagnostic and Statistical manual of
mental disorders(4th edn. Revised text)Washington,DC, American Psychiatric
Association.
31
2019-2020 19PSYX – 105 PERSONILTY DEVELOPMENT (Elective)

Credits : 3
Hours : 3
Course Objectives:
a) the meaning of personality
b) the physical determinants of personality development
c) the intellectual determinants of personality development
d) the emotional determinants of personality development
e) the social determinants of personality development
Unit – I
An approach to personality – Psychology and individuality – Personality –
Character – Temperament – Insights from the past.
Unit – II
Personality Determinates:
Physical determinates – Traditional beliefs about bodies effects – Body build –
Attractiveness – Homeostasis – Physical changes – Body control – Accidents –
Physical defects – Health conditions.
Intellectual Determinates:Intellectual development – Conditions influencing
intellectual capacities – Deviant intelligence – Major areas of adjustment affected by
intelligence.
Unit – III
Emotional Determinants:
Effects on Personality – Dominant emotions – Emotional balance – Emotional
deprivation – Excessive love – Emotional expressions – Emotional catharsis -
Emotional stress.
Social Determinants:
Early Social experience – Social deprivation – Social acceptance – Prejudice and
discrimination – Group status – Social mobility.
Unit – IV
Aspirations and Achievements:
Aspirations – Level of aspiration – Achievements – Meaning of success and failure –
Age of achievement.
Gender Orientations:Effects of sexuality on Personality Interest in sexuality –
Attitudes towards sexuality – Attitudes towards own sex – Attitudes towards sex
differences – Sex appropriateness – Sex roles – Sexual behavior.
Unit – V
Educational Determinants:
Attitudes towards education – Readiness for School – Early school experiences –
Emotional climate of school or college – Teacher attitudes and behavior – Academic
success – Extra curricular activities – Peer acceptance – School subjects – Kind of
school.
32
Family Determinants:
Pre dominating influence of family – Influence of family on personality development
– Emotional climate of the home – Ordinal Position – Size of family – Family
composition – Family roles – Deviant family patterns.
Socio-Cultural Approach and Growth approach to personality.
Self-efficacy and Dysfunctional Behavior
Emotions and the Autonomic nervous system,
Assessment of level of Aspiration, Sexuality: Biological or Social need
Role of teachers in personality development of students.
Course Outcomes:
The students will be able to explain
CO1 the meaning of personality
CO2 the physical determinants of personality development
CO3 intellectual determinants of personality development
CO4 emotional determinants of personality development
CO5 social determinants of personality development

CO1 3
CO2 3
CO3 3
CO4 3
CO5 3
Text Books:
1) Hurlock Elizabeth,B.(2007). Personality Development, New York: McGraw – Hill
Book Company.
2) Allport, G.W. (1961). Pattern and Growth in Personality New Yark.Holt, Rinehart
and Winston.
Reference Books:
1) Smith, H.C. (1974). Personality Development (2nd Edn) New York: Mc Graw Hill
Book
Company.
2) Atkinson and Joes, J.W. Rajnor, O. (1978). Personality, Motivation and
Achievement
Hemisphere Publishing Corporation Washington.
3) Reiss, S. (2008). The Normal Personality, Cambridge University Press.
4) Mc Adams, D.P. (2001). The Person, New York: Harcourt College Publishing.
5) Pervin, L.A. & John, O.P. (2006). Handbook of Personality, W D: Overseas Press.
33
2019-2020 19PSYC-201 THEORIES OF PERSONALITYCredits : 5

Hours : 5
Course Objectives:
a) personality and its various theories
b) personality development and assessment techniques of Horney, Fromm and
Erikson
c) trait perspectives of personality by Allport, Cattell and Eysenck
d) cognitive, humanistic and existential perspectives of personality (Kelly, Maslow,
Roger and
May)
e) social behavioristic perspectives of personality as given by Skinner, Rotter and
Bandura.
Unit–I : Personality and Scientific Outlook

Definition of personality - The scientific orientation -Theory and research
methodology.
Psychoanalytic and Neo analytic Perspectives
Concepts and principles - Personality development -Assessment techniques.
in Freud's Psychoanalytic Theory
in Jung's Analytical Psychology
in Adler's Individual Psychology
Unit–II
Concepts and principles - Personality development -Assessment techniques.in
Horney's Social and Cultural Psychoanalysis in Fromm's Humanistic
Psychoanalysis in Erikson's Psychoanalytic Ego Psychology
Unit–Ill :
Trait Perspectives
Concept and principles - Personality development -
Assessment techniques.
inAllport's Trait Theory
in Cattell's Structure Based Systems Theory
in Eysenck's Biological Typology
Unit–IV:
Cognitive - Humanistic - Existential perspectives
Concepts and principles - Personality development -Assessment techniques
in Kelly's Theory of Personal Constructs
in Maslow's Self- Actualization Position
in Roger's Person - Centered Theory
in May's Existential Analytic Position.
34
Unit–V:
Social Behavioristic Perspectives
Concepts and principles - Personality development -Assessment techniques
in Skinner's Operant Analysis in Rotter's Expectancy Reinforcement Value Model .
in Bandura's Social Cognitive Theory The future of Personality psychology.

Stages of Life Cycle, The nature of Personality adjustment,
Standardized personality tests Personality Types Personality Maladjustment
Self-Concept, Self Esteem
Course Outcomes:
CO1. the meaning of personality and its scientific out look
CO2 personality development and assessment techniques of Horney, Fromm and
Erikson
CO3. trait perspectives of personality by Allport, Cattell and Eysenck
CO4. cognitive, humanistic and existential perspectives of personality (Kelly,
Maslow, Roger and May)
CO5. social behavioristic perspectives of personality as given by Skinner, Rotter
and Bandura.
CO1 3 3
CO2 3
CO3 3
CO4 3
CO5 3
Text Books:
1. Ryckman, Richard, M. Theories of Personality (4th Edn).California : Brooks /
Cole Publishing Company. 1989.
2. Hall, C.S., and Linzey, G. Theories of Personality (3rd Edn). New Delhi: Wiley
Eastern Limited, 1978.
Reference Books
1. Kurt Lewin, Adams, D.K., and Zener, K.E. A Dynamic Theory of Personality. New
York : McGraw - Hill Book Company, Inc. 1935.
2. Blum, G.S. Psychoanalytic Theories of Personality. New York : McGraw - Hill
Book Company, Inc. 195
35
2019-2020 19PSYC 202: RESEARCH METHODOLOGY AND

PSYCHOLOGICAL STATISTICS
Credits : 5
Hours : 5
Course Objectives:
a) the nature, meaning and types of research and problem
b) formulation and testing of hypotheses, the types of experimental variables and
the methods of
control
c) the different research designs and sampling designs
d) the basic statistical application
e) the various methods of data collection, interpretation and writing the report
Unit-I
Introduction
Meaning of research - Course Objectives of research -Motivation in research -Types
of research - Research approaches - Significance of research - Research methods
versus methodology - Research and scientific method -Importance of knowing how
research is done - Research process -Criteria of good research - Problems
encountered by researchers in India.
The Problem
Meaning of a problem -Ways in which a problem is manifested - The solvable
problem - Degree of probability - A working principle for the experimenter -
Unsolvable problems -Vicious circularity - Some additional considerations of
problems.
Unit-II
Hypotheses
Meaning of hypothesis - Basic concepts concerning testing of hypotheses -
Procedure for hypothesis testing -Flow diagram for hypothesis testing – Measuring
the power of a hypothesis test - Test of hypotheses.
The Experimental Variables and the Methods of Control:
The independent variable - The dependent variable -Types of empirical relationships
in psychology - The nature of experimental control.
Unit-III Research Design

Meaning of research design - Need for research design - Features of a good design
- Important concepts relating to research design - Different research designs -Basic
principles of experimental designs.
Sampling Design
Census and sample survey - Implications of a sample design - Steps in sampling
design - Criteria for selecting a sampling procedure - Characteristics of a good
sample -Random sample from an infinite universe - Complex random sampling
design.
36
Unit – IV
Methods of Data Collection
Collection of primary data: Collection of data through questionnaires and schedules
- Some other methods of data collection - Collection of secondary data - Selection of
appropriate method for data collection: Case study method.
Interpretation and Report Writing
Meaning of interpretation - Technique of interpretation - Precaution in
interpretation - Significance of report writing - Different steps in writing report -
Layout of the research report - Types of reports: Oral presentation -Mechanics of
writing a research report - Precautions for writing research reports.
Unit-V
Correlational Methods
Meaning - Computation - Pearson - Rank - Bi-Serial - Point biserial - Tetra choric -
Phi - Co-efficient – Scatter gram. Test of Significance t-test - Chi square - ANOVA
- One way - Two way.

Qualities of a good researcher, Criteria for selecting a research problem
Statistical techniques of Hypothesis testing: ANOVA, t-test, Correlation
Research Design: Time series and Factorial Design
Difference between Questionnaire, Scale and Inventory
Regression Analysis
Course Outcomes:
CO1. the types of research and various research designs
CO2. about the research problems
CO3. about the hypothesis and its testing
CO4. the basic statistical application
CO5. the process of writing a research report
CO1 3
CO2 3
CO3 3
CO4 3
CO5 3
37
Text Books
1. Kothari, C. R. Research Methodology - Methods and Techniques.(2nd Edn.) New
Delhi:
Wiley Eastern Ltd., 1990.
2. McGuigan, F. J. Experimental Psychology A Methodological Approach.(4th Edn.)
New
Jersey: Prentice Hall Inc., 1983.
3. Guilford, J.P. and Fruchter Benjamin.Fundamental Statistics in Psychology and
Education.
(6th Edn.) Singapore: McGraw - Hill International Book Co., 1981.
Reference Books
1. Devendra Thakur. Research Methodology in Social Sciences. New Delhi: Deep
Publications,
1998.
2. James Thomas Walker.Using Statistics for Psychological Research: An
Introduction.
New York: Holt, Rinehart and Winston, 1985.
2019-2020 19PSYP 203 PSYCHOLOGICAL EXPERIMENTS AND TESTING

(PRACTICALS -1)
Candidates are required to perform at least 15 experiments from the list given
below and prepare a record which the same should be submitted at the time of
practical examinations duly signed by the course teacher and with a Bonafide
Certificate from the Head of the Department.
Course Objectives:
a) The general principles and aim of Psychology – to verify certain problems in
experimental
situations
b) The method of giving instruction to the subjects and to conduct the experiment
c) The method to collect the data and interpret them using suitable statistical
techniques
d) The various intelligence test
e) The various ability test
PAPER PENCIL TEST

1. Self-Concept scale
2. Bell’s Adjustment Inventory (BAI)
3. Maslowian’s Assessment Survey (MAS)
4. Advance Progressive Matrices (APM)
5. Ecological Attitude Survey
6. Mental Health Inventory
7. Religious Attitude Scale
8. Eysenck’s Personality Questionnaire (EPQ)
9. Emotional Intelligence
38
10. Marital Adjustment Inventory

11. PGI Memory Scale
12. Assertiveness Questionnaire
13. Radicalism-Reactionism Scale
14. Mental Ability Test
15. Neuroticism Scale Questionnaire (NSQ)
INSTRUMENTS
16. Concept formation
17. Role of insight learning
18. Transfer of Training
19. Habit Interference
20.Alexander Pass along Test
Course Outcomes:
CO1. the meaning of assessment and how to conduct them
CO2. the various psychological assessments and its interpretation
CO3. the process in preparing a research report
CO4. the various intelligence test
CO5. the various ability test
CO1 3
CO2 3
CO3 3
CO4 3
CO5 3
39
2019-2020 19PSYC 204: POSITIVE PSYCHOLOGY Credits : 4

Hours : 4
Course objectives:
a) western and eastern perspectives of positive psychology
b) significance of positive outcomes and the importance of mindfulness
c) theories of Wisdom
d) the significance of developmental focus on Positive Psychology
e) the important aspects of Prosocial Behavior
Unit-IWestern perspectives on Positive Psychology

Geek Mythology – Western Civilization – History of Hope in Western
civilization - Industrial revolution
Eastern Perspectives on Positive Psychology
perspective – Confucianism –Taoism- Buddhism –Hinduism – Eastern
Philosophies- East Meets west –Value systems – orientation to time – thought
process – east and west –Different ways to positive outcomes – compassion –
Harmony – final thoughts.
Classifications and measures of Human Strengths and Positive outcomes:
Gallup’s Clifton Strength Finder-The VIA Classification of Strengths-The
Search Institute’s 40 Developmental Assets-Distinguishing Among the Measures of
Human Strength-Identifying Your Personal Strengths-Discovering and Capitalizing
on your strength- The case of shane- positive outcomes for all- Dimensions of well-
being – toward a better understanding of Positive outcomes – Identifying strength
and moving toward a vital Balance.
Unit-II Living well at every stage of life
Resilience in childhood – the case of Jackson – roots of resilience research –
resilience resources. Positive youth development – youth development programs –
the life tasks and adulthood – the trajectories of precocious children – primary task
of adult hood – successful aging-adult development study – a more developmental
focus in positive psychology.
Positive emotional states and process
– principles of pleasure: understanding positive affect, positive emotions,
happiness and well-being – emotional terms – affect – emotion – happiness –
subjective well-being – positive and the negative – affect schedule – positive
emotions: expanding the repertoire of pleasure – personal mini-experiences – joy
and lasting happiness – emotion styles linked to the common cold – happiness and
subjective well-being – living a pleasurable life – age –old definitions of happiness –
well-being as a synonym for happiness – satisfaction with life scale – determinants
of subjective well-being -happiness – meaning – aesthetic happiness.
Unit –III Positive Cognitive States and Process
Seeing our futures through self- efficacy, optimism and hope –fascination
with the future – being busy not and end in itself – self-efficacy – changing behavior
through The Heroes – Optimism – Hope – Life Enhancements strategies – Personal
Mini-Experiments: Balancing your perspective on time- cultural caveats about
temporal.
40
Unit –IV Wisdom and Courage

Theories of wisdom-– Implicit theories of wisdom – explicit theories of
wisdom – being wise – developing wisdom – wise people and their characteristics –
the measurement of wisdom – relationships between wisdom and intelligence –
implicit theories of courage.
Becoming and Being Courageous
take on courage - courage research – the measurement of courage –
wisdom and courage in daily life – courage be learned – life enhancement strategies
– the value of wisdom and courage.
Unit -V Mindfulness, Flow and Spirituality
Optimal experiences – Moment – to-moment searches – mindfulness – living
with mindfulness – the benefits of mindfulness – personal mini- experiments- flow
state – enhancement strategies- Spirituality: In search of the sacred – true benefits
of Spirituality – the search continues
Pro-social Behavior
Empathy and egotism: Portals to Altruism, Gratitude, and Forgiveness –
Altruism – Defining Altruism- Egotism Motive – Motivated Altruism – the
Hypothesis the genetic and Neural foundations of Empathy – cultivating altruism –
Cultivating Forgiveness- measuring forgiveness – the evolutionary and
neurobiological bases of forgiveness-Societal implications of Altruism, Gratitude,
and forgiveness.
Concept of Positive Psychology in different religions, Labeling and Its biases
Social construction of self-esteem, Positive affectivity
Wisdom: Its structure and function in regulating successful life.
Relationship connections, Love, Empathy & Sympathy.
Course Outcomes:
CO1.the western and eastern perspectives of positive psychology
CO2. the significance of positive outcomes and the importance of mindfulness
CO3. the theories of Wisdom
CO4. the significance of developmental focus on Positive Psychology
CO5. the important aspects of Prosocial Behavior

CO1 3
CO2 3
CO3 3
CO4 3
CO5 3 3
41
TextBook
1. C.R .Snyder & Shane J. Lopez ,2007,Postive Psychology, New Delhi SAGE
Publication
Reference Books
1.Argyle M(2001).The Psychology of Happiness ,2nd Edition London: Routledge
2.Groopman.J,(2004),The anatomy of hope: How people prevail in the face of
illness. New York Random house
3.Sue,D.W.,&Sue,D(2003).Counseling the culturally diverse: Theory and practice
(4thed). New York:Wiley.
2019-20219PSYE 205: INDUSTRIAL PSYCHOLOGY [DEPARTMENT ELECTIVE]

Credits : 3
Hours : 3
Course objective
a) the nature and field of industrial psychology
b) the procedures relating to recruitment selection, planning, and training
c) the conditions that affect the employees and the employers
d) the welfare measures available to employees
e) the method of measuring and evaluating work performance
Unit-I
An Overview of Industrial Psychology
The development of industrial psychology - Industrial psychology as an academic
discipline - Industrial psychology as a career - Industrial psychology in the future.
Unit-II
Recruiting, Selecting, and Placing Employees
Matching individuals to organizations and jobs -Recruiting job applicants -
Screening job applicants -Selecting employees - Placing new employees - Alternative
staffing strategies.
Training
Employee training and socialization - An overview of training - The
organization's training needs - Initial job training - Employee development training
- Role of the individual in training - Socialization. Motivation and job Satisfaction -
Employee motivation and job satisfaction -Role of work motivation in performance -
Dispositional theories of work motivation - Cognitive theories of work motivation -
The reinforcement model of work motivation - The applied implications of
motivation theories - Job satisfaction.
Unit-III
Working Conditions
Employee Absenteeism, Turnover, and Organizational Commitment Job
design and working conditions - The human factors approach to job
design - The psychological approach to job design - Working conditions.
42
Unit-IV
Employee Welfare
Employee health, safety, and well- being - Safety at work - Health at
work - Stress at work - The quality of work life and employee well-being -
Concluding remarks on employee health and safety.
Unit-V
Performance Evaluation
Work performance and its measurement - The determinants
of work performance - The appraisal of work performance - Error in
evaluating work performance - Improving performance appraisal - The
performance appraisal interview.
Job analysis and evaluation - Introduction to job analysis -
Preparing for job analysis - Collecting job analysis data - Error in job
analysis - Writing a job description - Writing a job specification - Job
evaluation.

Industrial Psychology today and in the future, The science and practice of
industrial Psychology.
Steps in employee selection process, Job Analysis
Communication in the workplace, Group processes in work organization.
Understanding Influence, power and Politics at work place
Organizational structure, culture and development.
Course outcome :
CO1. the nature and field of industrial psychology
CO2. the procedures relating to recruitment selection, planning, and training
CO3. the conditions that affect the employees and the employers
CO4.the welfare measures available to employees
CO5. the method of measuring and evaluating work performance

CO1
3
CO2 3
CO3
3
CO4 3
CO5 3
Text Book
Jewell, L.N. Contemporary Industrial / Organizational Psychology.
(3rdEdn.) California: Brooks / Cole Publishing Company, 1998.
43
Reference Books
1) Muchinsky, P.M. Psychology Applied to Work, (6th Edn.)
Belmont: Wadsworth
Thomson Learning 2000.
2) Blum, M.L., Naylor, J.C. Industrial Psychology Theoretical
and Social
Foundations. Delhi: CBS Publishers and Distributors 1984.
3) McCormick, E.J. llgen, O.R. Industrial Psychology. (7th.Edn.)
New Delhi:
Prentice Hall of India Private limited, 1984.
2019-20219PSYX-205 HEALTH PSYCHOLOGY –

(INTER-DEPARTMENT ELECTIVE)
Credits : 3
Hours : 3
Course Objectives
a) the meaning of health psychology
b) sources and coping mechanism of stress
c) AIDS and heart problems
d) pain and related illness
e) intervention strategies and research techniques
Unit – I
Definition – Foundation of health psychology – Growing Partnership in
health care – Meaning of disease – Bio medical and Psychological foundation of
health & illness. Social – Ecological theories of health and illness.
Unit – II
Stress Model: Symptoms – Sources and coping – Substance abuse I: Kicking
harmful habits- Substance abuse II: Use and misuse of alcohol; Eatingbehavior:
healthy and unhealthy habits.
Unit – III
The AIDS pandemic: A behavioral disease- Heart health: Silent killers and
the hurry sickness -Insomnia – Mental handicap – Obesity – Sexual behavior.
Unit – IV
The problem of pain: Head aches and low back pain - Chronic illness:
Cancer and Arthritis - Aging and health: myths, realities and actions.
Unit – V
Interventions: Cognitive, Behavioral, Pharmacotherapy and Positive Behavior
Therapy. Research techniques in health psychology- Experimental, Clinical
and Epidemiological strategies
Psychosomatic drugs and Behavioral drugs, Aims and Future of Health Psychology.
Cannon`s Flight or Fight model of stress, Stress and change in Physiology
The role of Psychology in the study of HIV, Sex and Well-being
The Gate Control theory of pain, Health psychology and Placebo Effects
Measuring Subjective health.
44
Course outcomes:
CO1. the meaning of health psychology
CO2. sources and coping mechanism of stress
CO3. AIDS and heart problems
CO4. pain and related illness
CO5. intervention strategies and research techniques

CO1 3
CO2 3
CO3 3
CO4 3
CO5 3
Text Books:
1) Philip, L.T. (1998). Health Psychology.Brooks/ Cole Publishing Co. New York.
2) Shelly, E. Taylor. (1995). Health Psychology, McGraw Hill Book co., New Delhi.
3) HemalathaNatesan (2004). Positive Behavior Therapy, Coimbatore: Ganesh Krupa
Publishers
Reference Books:
1) Briffiths, D. (1981) Psychology and Medicine. The MacMillam Press Ltd. London.
2) Marks, D. F. (2008). Health Psychology, N D: Sage. Werth Publications.
3) Straub, R. O. (2002). Health Psychology, N D: Worth Publications.
4) Brannon, L & Feist, J. (2001). Health Psychology, Singapore. Wordsworth.
SECOND YEAR: III SEMESTER

2019-2020 19PSYC 301: PSYCHOPATHOLOGY Credits : 5
Hours : 5
Course Objectives:
a) the essential differences between normal and abnormal behaviors
b) the etiological factors contributing to abnormal behavior and the various
theories that explain mal-adjustments;
c) the symptoms of abnormal behavior and the classification of different
kinds of mental disorders
d) the nature of various personality and substance abuse disorders
e) contemporary Issues in Abnormal Psychology
45
Unit-I
Perspectives on Abnormal Behavior
Abnormal Behavior in our times - Popular Views -Classification of Mental Disorder -
Research in Abnormal Psychology. Historical views of abnormal behavior: Abnormal
Behavior in Ancient Times - Early Philosophical and Medical Concepts - Growth
toward Humanitarian approaches - Foundations of 20th Century views -Changing
Attitude towards Mental Health - Roots of the Biological views - Psychodynamic
Perspectives.
Casual Factors and View Points in Abnormal Psychology: Causes - Models-
Biological View Points and Causal Factors - Psycho Social View Point and Causal
Factors - Socio Cultural View Points and Casual factors.
Unit-II
Patterns of Abnormal (Maladaptive) Behavior
Stress and adjustment Disorders: Stress and Stressors - Coping Strategies -
Reactions to Common Life Stressors - Acute and Post Traumatic Stress Disorder -
Reactions to Severe Life Stressors - Reactions to Catastrophic Events - treatment
and Prevention of Stress. Panic and Anxiety Disorders: Anxiety Disorder -Phobic
Disorders - Panic Disorder, generalized Anxiety disorder - Obsessive Compulsive
Disorders - Treatment aid outcome.
Unit-III
Patterns of Abnormal (Maladaptive) Behavior
Mood Disorders and Suicide: Unipolar Mood Disorders - Bipolar Disorders - Casual
Factors in Mood Disorders - Socio - cultural factors - Treatment and outcomes -
Suicide prevention.
Unit-IV
Personality and Substance Abuse Disorders
Personality Disorders - Clinical Features - Types - Visual Factors – Anti-Social
Personality and Psychopathy - Clinical Features - Casual Factors- Treatments and
outcomes in Psychopathic and anti-social personality - Substance - Related and
other Addictive Disorders: Alcohol Abuse and Dependence - Clinical Picture –
Causes Treatments and outcomes - Drug Abuse and Dependence - Opium -
Cocaine - Barbiturates - marijuana - Caffeine, Nicotine - Other Additive
disorders: Hyper Obesity and Pathological Gambling.
Unit-V
Contemporary Issues in Abnormal Psychology
Perspectives on Prevention: Controversial issues and Mental Disorders - Organized
Efforts for Mental Health -Challengers for Future - Psychotherapies.
Abnormal behavior: Genetic or Social?
Maladaptive behavior and the role of Psychologists,
Neurotic and Psychotic Disorders
The role of Psychologists in Chemically dependent patients.
46
Course Outcomes:
CO1. the essential differences between normal and abnormal behaviors
CO2. the etiological factors contributing to abnormal behavior and the various
theories that explain mal-adjustments
CO3. the symptoms of abnormal behavior and the classification of different
kinds of mental disorders
CO4. the nature of various personality and substance abuse disorders
CO5. contemporary Issues in Abnormal Psychology
CO1
3
CO2
3
CO3 3 3
CO4
3
CO5
3
Text Books
1. Robert, C.Carosn, James, N.Butcher and Susan Mineka.Abnormal Psychology
and
Modern Life. New York: Hyper Collins College Publishers, 1996.
2. Colemen, J.C. Abnormal Psychology and Modern Life (3rd Indian Edition).
Bombay: D.P.
TapaporeWalers Sons Co. Pvt. Ltd., 1972.
3. Strange J.R. Abnormal Psychology, Bombay: Tata McGraw Hill
Publishing Ltd.,
1965.
2019-2020 19PSYC: 302 HEALTH PSYCHOLOGY

Credits : 5
Hours : 5
Course Objectives:
a) the meaning of Health Psychology
b) the sources and coping mechanism of stress
c) about AIDS and heart problems
d) pain and related illness
e) various interventions to cope up the related issues
47
Unit – I
Definition – Foundation of health psychology – Growing Partnership in health care –
Meaning of decease – Bio medical and Psychological foundation of health & illness.
Social – Ecological theories of health and illness.
Unit – II
Stress Model: Symptoms – Sources and coping – Substance abuse I: Kicking
harmful habits- Substance abuse II: Use and misuse of alcohol; Eatingbehavior:
healthy and unhealthy habits.
Unit – III
The AIDS pandemic: A behavioral disease- Heart health: Silent killers and the hurry
sickness -Insomnia – Mental handicap – Obesity – Sexual behavior.
Unit – IV
The problem of pain: Head-aches and low back pain - Chronic illness: Cancer and
Arthritis - Aging and health: myths, realities and actions.
Unit – V
Interventions: Cognitive, Behavior, Pharmacotherapy and Positive Behavior Therapy
Research techniques in health psychology- Experimental, Clinical and
Epidemiological strategies

Psychosomatic drugs and Behavioral drugs, Aims and Future of Health Psychology.
Cannon`s Flight or Fight model of stress, Stress and change in Physiology
The role of Psychology in the study of HIV, Sex and Well-being
The Gate Control theory of pain, Health psychology and Placebo Effects
Measuring Subjective health.
Course Outcomes:
CO1. the basic meaning and terms
CO2. the sources and coping mechanism of stress.
CO 3. about AIDS and heart problems.
CO4. pain and related illness
CO5. various interventions to cope up the related issues
Mapping of Course Outcomes (CO) with
48 Program Outcomes (PO)
CO1 3
CO2 3
CO3 3 3
CO4 3
CO5 3
Text Books:
1) Philip, L.T. (1998). Health Psychology.Brooks/ Cole Publishing Co. New York.
2) Shelly, E. Taylor. (1995). Health Psychology, McGraw Hill1 Book co., New Delhi.
3) HemalathaNatesan (2004). Positive Behavior Therapy, Coimbatore: Ganesh
Krupa Publishers
Reference Books:
1) Briffiths, D. (1981) Psychology and Medicine. The MacMillam Press Ltd. London.
2) Marks, D. F. (2008). Health Psychology, N D: Sage. Werth Publications.
3) Straub, R. O. (2002). Health Psychology, N D: Worth Publications.
4) Brannon, L & Feist, J. (2001). Health Psychology, Singapore. Wordsworth.
2019-2020 19PSYC 303: COUNSELLING PSYCHOLOGY

Credits : 5
Hours : 5
Course Objectives:
a) the nature and theories of counseling
b) the application of Psychoanalytic theory
c) the application of theories (Adler and Erick Bern) in counseling
d) the application of theories of Rogers and Skinner in counseling
e) the rational and emotive approaches to counseling
Unit-I
Toward a Personal Theory of Counselling
The Nature of Counselling - Theory - Theory in Counselling.
Unit-II
Classical Psychoanalytic Theory
Theory of Personality Development - Process of Development - Abnormal Personality
Development goals of Therapy.Ego-Counselling
Theory of Personality - The Development of Abnormal Behavior - The Goals of
Counselling - Techniques of Ego-Counselling.
Unit-III
The Individual Psychology of Adler
Theory of Personality Development - Abnormal Development - goals of Counselling -
Techniques of Counselling.Transactional Analysis
Theory of Personality - Maladaptive Personality Development - Transactional
Analysis in Counselling.
49
Unit-IV
Self-Theory: Background - Theory of Personality -The Development of maladaptive
Behavior - The Counselling Process - Recent extensions of Self-Theory.
Behavior Approaches to CounsellingTheory of Personality - Development Behavior -
Theory of personality - Abnormal personality development - Goals of Counselling -
The Process of Counselling - Techniques of Counselling.
Unit-V
Rational Approaches to Counselling Reality Therapy - Goals of Counselling -
Process and Techniques of Counselling - Rational Emotive Counselling - Reality
Therapy and Rational - Emotive therapy - A Final Word.
Diversity and Social Justice Issues in Counselling
Approaches to Counselling: Psychoanalytic and Humanistic Approach
Eating habits and Personality Development,
Transpersonal Theory, Family therapy
Course Outcomes:
CO1. the nature and theories of counseling;
CO2. the application of Psychoanalytic theory;
CO3. the application of theories (Adler and Erick Bern) in counseling;
CO4. the application of theories of Rogers and Skinner in counseling;
CO5. the rational and emotive approaches to counseling;

CO1 √
3
CO2 √
3
CO3 √
3
CO4 √
3
CO5
3
Text Book
1. Hansen, J.C. Stevic, R.R. Warner, R. W. Jr. Counselling: Theory and
Process (2nd Edition). Boston: Ally and Bacon Inc., 1977.
2. Narayanan Rao, S. Counselling Psychology. New Delhi: Tata McGraw Hill
Publishing Co. Ltd., 1981.
3. Lewis, E.C. The Psychology of Counselling. New York: Holt, Rinehart and
Winston, Inc. 1970.
4. Bordin, E.S. Psychology of Counselling. New York: Appleton Century Crafts,
1968.
5. Blum and Bolinsky, B. Counselling and Psychology, Bombay: Asia
Publishing House, 1961.
50
2019-2020 19PSYC 304: YOGA AND AGING

Credits : 5
Hours : 5
Course Objectives:
a) Aging and its causes
b) the basic fundamentals of Yoga
c) the importance of spiritual health
d) Bhakti Yoga and Philosophy of Love
e) the role of yoga in psychological wellbeing
Unit-I
Aging
Aging –Causes and Features: Genetic Theories-Non Genetic Theories-Reproduction
and Aging-Tissue Cell and Replacement-Aging at the Molecular and Cellular Levels-
Aging of the Immunological Systems-Aging of Neural and Endocrine Systems-Effect
of Aging of the Body Systems-Nervous System-Other Sensory Impairment –Skin-
Endocrine System-Production and Reproduction System-Skeletal System-
Respiratory System-Regulatory Mechanisms.
Premature Aging
Premature Aging: The Effect of Stress on the Muscular System-Effect of Stress on
the Gastrointestinal System-The Effects of Stress on the Cardiovascular System-
Headaches-Migraine Headaches-Cluster Headaches-Muscle Contraction
Headaches-Peptic Ulcers-Psychodermatitis- Raynands Disease-Psychorespiratory
Disease-Allergies and Addictions-Malnutrition-Unrighteous Karmas Physical
Health:Hatha Yoga and Psychotherapy.
Unit-II
Pranayama: Pranayama-Respiration and Breathing:The Five Sheaths-Diseases of
the Thyroid Gland-Disease of the Pituitary Gland-The Adrenal Glands.
Warm
Warm-up Exercises and Asanas:Correct Postures-Asanas-A Word of Caution-
Benefits of Asanas- Asanas Comments-Technique-Benefits of Surya Namaskar.
Unit –III
Spiritual Health
Spiritual Health: The Kundalini Yoga-Location of Chakaras-MoolandharaChakara-
Svadhishthana-Manipura Chakra –Anahata Chakra-VishuddhiChakara-
AjnaChakara-SahasraraChakara.
The Yoga of Concentration and Mediation-Practice of Concentration Mental Health
Unit-IV
Bhakti Yoga and Philosophy of Love,
Karama Yoga and the Philosophy of Action,Environmental Health –Air Pollution –
Water Pollution –Soil Pollution-Polluted Living Spaces
Unit V
Food and Health,Sleep, Reset and Relaxation,The Simple Rules of Good Health
51

Aging Then and Now
Yoga: Its benefits on overcoming Psychological Problems
Yoga and Spirituality,
Yoga and the dream of Pollution-free Planet
Course Outcomes:
CO1. the aging and its causes
CO2. the Pranayama and warm up exercise.
CO3. the different yoga practices
CO4. the role of yoga and spiritual health
CO5. the role of yoga in psychological wellbeing.

CO1 3
CO2 3
CO3 3
CO4 3
CO5 3
Text-Book:
H.KumarKaul ,2015 ,Yoga and Healthy aging, Delhi, B.R. Publishing Corporation
India Ltd.
Reference Books:
1.Dalal,A.S,2001,Psychology,Mental Health and Yoga, Pondicheery,SriAurobindo
Ashram Press,
2.Joshi,Rajani R.(2006),The Integrated Science of Yagna, Mathura:
YugNirmanYojna,GayatriTapobhumi.
2019-2020 19PSYE 305: INDUSTRIAL RELATIONS AND LABORWELFARE

(DEPARTMENT ELECTIVE)
Credits : 3
Hours : 3
Course Objectives
a) the concept and evolution of industrial relations
b) the causes and impact of industrial conflict
c) the benefits of workers participation
d)impact of rewards and incentives
52
e) importance of employee safety and the role of trade unions
Unit-I
Concept, Approaches and Organization
Human Resources Development in Perspective -Special features of
Industrial work - Importance of Industrial relations - Definition of concept of
industrial relations - Basic facts about industrial relations -Objectives of
industrial relation - Scope and aspects of industrial relations - Development of
healthy labormovement relations - Maintenance of industrial peace -Development
of industrial democracy - Role of industrial relations - The Government - Frame
work of environment of industrial relations - Approach to industrial relations -
Psychological Approach to IR - Sociological Approach to IR Human relations
approach to IR.
Unit-II
Anatomy of Industrial Conflict
Genesis of industrial conflicts - Industrial Conflicts or disputes - Definition
- Classification of industrial disputes - Interest disputes - Grievance or Rights
disputes:Disputes over Unfair Labor Practices – Recognition Disputes - Impact
of industrial disputes - Causative factor of industrial conflicts - Ways to achieving
industrial peace Strikes - Techniques of strikes - Lockouts – Prevention of
strikes.
Unit-Ill
Workers Participation in Management
Concept and meaning - Evolution of the concept -Aims and objectives of
worker's participation -Participation and Motivation - Forms of participations -
Levels of participation - Review of schemes in advanced countries. The Indian
Scene - Forms of Worker's participation in India - Shop Councils - Joint
Councils -General evaluation of the scheme of workers. Participation in
management conditions essential for working of the scheme.
Unit-IV
Rewards and Incentives
Meaning and Features - Classifications of rewards -Wage incentive - Objective
of wage incentive scheme -Merits of wage incentive schemes - Types of wage
incentive plans - Short-term plans - Merits and Demerits -Long-term wage
incentive plans - Profit sharing - Features of Profit sharing - Types of
Profit Sharing - Objectives of Profit sharing - Forms of Profit sharing -
Precautions against ill - Effects of incentive systems - Prerequisites of a good
wage incentive scheme – Incentive Plans for White Collar Workers/Salesmen –
Incentives for Management Employees - Guidelines for effective incentive plans -
Non-Monetary Incentives.
Unit-V
Employee Safety and Industrial Health
Employee Safety - Industrial Accident and Industrial Injury - Nature
of Accidents - Cause of Accident -Accident Proneness - Accident Costs
- Accident Measurement - Appraisal of employee attitude to safety
Programs - Safety engineering - Safety educational training - Basis of
safety Program and policy - Accident prevention - Statutory provision for
safety in India -Industrial Health - Importance of Industrial Health -
53
Occupational hazards and risks - Occupational Disease -Protection

against Health Hazards Statutory Provision under the Factories Act -
Industrial Hygiene Department and Program.
Trade Union
Definition and characteristics - Objectives and functions of trade
Union - Growth of Trade Union Movement - Features and Weakness of
Trade Unionism -Recommendations of the National Commission on Labor -
Essentials of Successful Trade Union.

Industrial Relation: Problems in the public Sector, Role of Psychologists in
building up Team spirit among workers.
Scope of labor welfare, Education and Training Program
Accidents: Nature, Causes and Prevention
Social Assistance for specially abled labors.
Course Outcome
CO1. the concept and evolution of industrial relations
CO2. the causes and impact of industrial conflict
CO3 the benefits of workers participation
C04. impact of rewards and incentives
CO5. importance of employee safety and the role of trade unions
CO1
3
CO2 3
CO3 3
CO4 3
CO5 3
Text Book
1) Mamoria, C.B. andMamoria, S. Dynamics ofIndustrial Relations
in India (2nd Edition). Bombay:Himalaya Publishing House, 1985.
2) Mamoria, C.B. Personal Management: Managementof Human
Resources (13thEdn.) Bombay: Himalaya Publishing House, 1993.
3) Rao, S.P. and Narayana, P.S., Organization Theory and Behaviuor,
KonarkPublising Pvt. Ltd., New Delhi, 1987.
4) Sekaran, Uma, Organizational Behavior: Text and, Cases, New Delhi:
McGraw Hill Book Co., 1989.
5) Luthans, Fred, Organizational Behavior, New Delhi:McGraw Hill
Publishers, 1988.
54
2019-202019PSYX 305: COUNSELLING PSYCHOLOGY

[INTER DEPARTMENT ELECTIVE]
Credits : 3
Hours : 3
Course objectives
a) the role of counselling as a Service-Oriented profession
b) the various theoretical bases of counselling
c) the uses and interpretations of various kind of psychological tests
used in counselling
d) the various kinds of problems where counselling can be useful
e) the role of counsellors and the required training
Unit-I
Introduction
Emergence and Growth of Counselling Psychology.
Factors contributing to the emergence of counseling - Moral and
Philosophical issues - Economic changes and challenges - Educational
aspects - Mental measurement - Mental hygiene movement - Progress in
Psychotherapy - Social theories.
Importance periods in the development of counseling 1850 - 1900 -
1901 - 1930 - 1930 - 1940 Second World War and after - Philosophic
concern - The Potential of man - Freedom - Affection, Cognition and
Conation -Sovereignty - Values.
Counselling and Related Fields
Definitions of counselling - Psychotherapy Counselling and
psychotherapy - Related fields – Advising Guidance- Clinical Psychology -
Counselling as Hygiology - Counselling as a helping relationship -
Counselling as a solution to human problems.
Developmental characteristics of Youth, Common Concerns and Special
problems.
Developmental tasks - Adolescence - Erickson's theory of psychological
development - Ego qualities -Development of personality - Socio-cultural factors -
Adult dependence - Youth and its concerns - Problems in the Indian educational
context.
Unit-II
Counselling - Expectations and Goals
Expectations of different individual - Counselling goals - Achievement of
positive mental health -Resolution of problems - Improving personal
effectiveness -Counselling to help change - Decision making as a goal of
counseling - Modification of behavior as a goal.
Approaches to Counselling
The directive or authoritarian approach (psychoanalytic) - Relevance
of psychoanalysis to counseling - Humanistic approach - Rojer's self- theory -
Development of self-concept - The counseling process -Experiencing of
responsibility - Essential conditions for personality change - Stages in the
counselling process -Behavioristic approach to counselling -
Resiprocalinhibition technique - Behavior Modification The existential point
55
of view - The Minnesota Point View -Nature of Counselling - How Counselling is

effected - The eclectic approach.
Counselling Process
Preparation for Counselling - Readings Pre-counseling Interview - Case
history - Process of counselling - Reasons for making an appointment -
Referral - Anxiety - The first interview - Reassurance -Winning confidence -
Advising - Counselling relationship -Ambiguity - Responsibility - Counselling -
Content and process - Physical setting - Privacy - Value, belief and attitude
change - Value orientations - Acceptance - Understanding -Rapport -
Communications and empathy -Attentiveness - Counselling relationship -
Counselling process - Steps in the counselling process - Counselling interactions
- Limiting counselling relations - Pressures towards extended relationships -
Factors contributing to control of relationship - Endings, interruptions and follow-
up - Preparing for ending - Variables affecting the counselling process -
Counsellor variables - Counsellor's skills - Portrait of an effective counsellor -
Counselee factors.
Unit-III
Psychological Testing and Diagnosis
Limitations of the use of psychological tests - Types of psychological tests -
Factors affecting psychological test results - Test use in counselling situations
- test interpretation in counselling - Non-test client appraisal techniques
Autobiography - Aneedotal records - Rating scales - Cumulative records Pupil
data questionnaires -Sociometric techniques - Case studies - Psycho-diagnosis -
Limitations of diagnosis - Common diagnostic classification systems in
counselling.
Counselling Interview
Interviewing - its essential aspects - Association of ideas contained within
the interview Shifts in conversation Opening and closing remarks – Recurrent
reference -Inconsistencies and gaps- Review - Non-verbal communication in
interview - Counselee – Counsellor relationship – Interviewing techniques in
counselling - Structuring the counselling relationship - Degree of lead - Silence -
Relationship techniques - Sharing of experience Stereotype - Timing - Selection
of feelings - Content - Depth - Meaning - Language - Thinking - Acceptance -
Special relationship problems - Transference - Therapeutic functions of
transference - Counter transference - Resolving counter transference feelings
- Resistance - Source of resistance - Functions of resistance Handling Resistance.
Group Counselling Introduction
Case for group counselling - Emerging field of group counselling -
Structuring groups - Limitations and assumptions of group counselling -
Mechanics of group counselling - Types of groups Group counselling - its value
- The process of group counselling - Individual and group counselling similarities
- Differences between Individual and group counselling.
Unit-IV
Counselling in the Educational Setting Educational Counselling
Counselling the elementary school child Counselling at high school -
Counselling at college - The role of teachers in counselling - Educational
counselling and curriculum - Counselling and home - Evaluation Programs of
educational counselling - Limitations Inherent in evaluation.
56
Vocational Counselling
Theories of vocational development - The process of vocational counselling -
Exploration and contract setting -The state of critical decision - Distinction
between Vocational counselling and vocational guidance.
Special Areas in Counselling
Family group consultation - Counselling families -Counselling with families
concerning children -Counselling with parents - counselling the delinquent -
"Counselling reluctant clients - Marriage counselling -Pre-marital counselling -
Structuring - Counselling women.
Evaluation of Counselling
Problems of evaluation - Approaches to evaluation -Survey approach - Case
study approach - Experimental approach - Problems of measuring change -
Usefulness of counselling - Criteria for evaluation - Internal and External
Criteria - Objective Vs Subjective criteria -Control of extraneous variance -
Studies of counseling effectiveness in educational settings - Counselling with
elementary school children - Wisconfin secondary - School counselling study -
Minnesota College students counselling study.
Unit-V
Professional Preparation and Training for Counselling Introduction
Counsellor preparation and professional issues -Academic preparation -
Practical skills - Ethical standards - Legal considerations - Selection and
training of counsellors - Conception of a professional worker - Preparation of
counsellors - Important issues - The Counsellor prerequisites - Specialists or
General Counsellors.
Modern Trends in Counselling
Counselling and psychotherapy - Trends in counselling - Role of a
counsellor - Career guidance - The model of Counselling - The three-dimensional
Model -Values in counselling.
The Status of the Counselling Movement in India.
Counselling movement in modern times - Counselling movement after
independence -The role of the Government of India and universities - Present
status of counselling.
Themes and issues in Psychodynamic approach of Counselling
Multiculturalism and process of Counselling, counselling and specialy abled persons
New horizons in Counselling: Feminists, Philosophical, Expressive and nature-based
approaches Virtues and values in counselling practice The role of research in Counselling
and Psychotherapy
Course Outcome
CO1. the role of counselling as a Service-Oriented profession
CO2. the various theoretical bases of counselling
CO3. the uses and interpretations of various kind of psychological
tests used in counselling
CO4. the various kinds of problems where counselling can be useful
CO5. the role of counsellors and the required training
57
CO1 3
CO2 3 3
CO3 3
CO4 3
CO5 3
Text Book
Narayana Rao, S. Counselling Psychology. New Delhi: Tata McGraw Hill Publishing
Co.Ltd, 1981.
Reference Books
1) Hanson, J. C. Stevic, R. R., Warner, R. W. Jr. Counselling Theory and Process
(2ndEdn.) Boston: Allyn and Bacon Inc., 1977.
2) Lewis, E.C. The Psychology of Counselling. New York: Holt, Rinehart and
Winston, Inc., 1970.
3) Bordin, E.S. Psychology of Counselling. New York: Appleton Century Crafts,
1968.
4) Blum and Bolinsky, B. Counselling and Psychology. Bombay: Asia publishing
house, 1961.
SECOND YEAR: IV SEMESTER

2019-2020 19PSYC 401: HUMAN RESOURCE MANAGEMENT
Credits : 4
Hours : 4
Course Objectives:
a) the concepts and importance of human resource management
b) the theories and techniques of recruitment
c) the need, importanceand technique of training
d) the characteristics of manager and the techniques of executive development
e) the process of effective communication
Unit-I
Basic aspect of Human Resource Management
Managing Human Resources - The Challenging of human resource management -
Mis-conceptions about HRM - Definition of HRM - Features of HRM - Importance of
HRM - Functions of HRM - Managerial function -Operative functions - Course
Objectives of HRM - Personal policies, Procedures and Programs - Need for personal
policies - Advantages - Obstacles – Characteristics of sound personal policy.
58
Unit-II
Human Resource Planning
Importance of Human Resource - Man power planning defined - Need for Human
Resource Planning -Process of HRP - Responsibility for HRP - Man power plan
component short range analysis - Long range.analysis -Job analysis - Purposes and
uses of job analysis - The steps in Job analysis - Techniques of job analysis data -
Job description - Uses of job description - Limitations of job description - Job
specification.
Unit-III
Management and Executive Development
Managerial Functions - Skills of the Manager -Characteristics of Manager - Purpose
and Course Objectives of Management Development - Need for
executive development in the Indian context - Importance of Managerial
Development Management - Development concepts - Executive development -
Process components of Management Development Program - Establishment of
Training and Development Programs Organizational Climate for Management -
Development -Factors - Inhabiting - Management Development - Basic requisites
for the success of Management Development Program - On-the-Job Techniques -
Job Rotation or Channel Method of Development - Off-the-Job Techniques -Courses
for Management Development- Administration of Management - Development -
Programs.
Unit-IV
Performance Appraisal
Importance and Purposes - Approaches to performance appraisal - The evaluation
process - Methods of performance appraisal - Traditional method -Management by
objective (MBO) - Course Objectives of MBO -Process of MBO - Benefits of MBO -
Program -Assessment centre method - Human asset accounting method -
Behaviorally Anchored rating scales (BARS) components of appraisal evaluation -
Factors deterring appraisal - The Halo effect leniency - The Central Tendency -
Similar error.
Unit-V
Communication
Definition and Characteristics - Key elements of C -Importance of C in Management
- Course Objectives of Communication. Functions of C - Communication process
model - Organizational C- Advantage - Transmission of informal messages systems
of direction of communication - Vertical communication - Downward C - Upward C
-Horizontal C - Media of Communication – Communication with the Public
Channels of C - Barriers to C – Conditions for Effective C - Management of
Communication.
Development of work place policies, Dealing with Law affecting employment
The role of HRM, Todays HRM challenges
Designing and Performance Appraisal system
Tips in HRM planning, Working with labor unions
59
Course Outcomes:
CO1. the challenges in Human Resource managements;
CO2. the need of Job analysis
CO3. the importance of performance appraisable methods
CO4. function and importance of communication in management.
CO5 the characteristics of manager and the techniques of executive development

CO1 3
CO2 3
CO3 3
CO4 3
CO5 3
Text Books
1)Mamoria, C. B., Personal - Management of Human Resources (13th Edn.)
Bombay: Himalaya
Publishing House, 1993.
2)Subba Rao, P and Roa, V.P.S. Personal/Human Resource Management Test,
Cases and Games.New
Delhi: Konark Publishing Pvt. Ltd., 1990.
2019-2020 19PSYC -402: ORGANIZATIONAL BEHAVIOR

Credits : 4
Hours : 4
Course Objectives:
a) the meaning of organizational behavior
b)the influence of individual behavior in organizations
c) the importance of perception,decision making, values, attitudes and job
satisfaction in organizations
d) the influence of power and politics in organizations
e) the types of stress and the strategies to manage the stress in workplace
Unit-I
Meaning of Organizational Behavior
Managers work - Management functions Management roles - Management skills -
Effective vs successful managerial activities - A review of the manager's Jefcr-
HSnter Organizational Behavior (OB) -Replacing intuition with systematic study
60
Generalizations about behavior - Consistency Vs. Individual differences -

Challenges and opportunities for OB - Contributing disciplines to the OB field -
Psychology -Sociology - Social Psychology - Anthropology - Political Science -
Developing an OB model - An overview - The dependent variable.
Unit-II
Foundations of Individual Behavior
Biographical characteristics - Ability - Personality - Major personality attributes
influencing OB – Personality and national culture - Matching personalities and job -
Learning - Definition - Theories - Shaping: A managerial tool - Some specific
organizational applications.
Unit-III
Perception and Individual Decision Making
Perception and its importance - Factors influencing perception - The target - The
situation - Person perception: Making judgment about others - Specific applications
in organizations - The link between perception and individual decision making -
Decision making process - Improving creativity in decision making - Actual method
of decision making in organizations -Individual differences in decision making
styles -Organizational constraints - Ethics in decision making.
Values, Attitude and Job Satisfaction
Values - Importance, Sources and types - Values, loyalty and ethical behavior -
Values across cultures - Attitudes - Sources and types - Attitudes and consistency
Cognitive dissonance theory - Measuring theA-B relationship - Attitude
surveys - Attitudes and workforce diversity - Job satisfaction - The effect of job
satisfaction on employee performance - Employee's expression of dissatisfaction.
Unit-IV
Power and Politics
A definition of power - Contrasting leadership and Power - Bases of power -
Dependency: The key to power -Identifying where the power is - Power tactics -
Power in groups: Coalitions - Sexual harassment: Unequal power in the workplace -
Politics: Power in action - Impression management - Defensive behaviors - The
ethics of behaving politically.
Conflict, Negotiation and Inter group Behavior
A definition of conflict - Transitions in conflict thought - Functional Vs.
Dysfunctional conflict - The conflict process - Negotiation - Bargaining strategies -
The negotiation process - Issues in negotiation - Inter group relations - Factors
affecting inter group relations -Methods for managing inter group relations.
Unit-V
Work Stress and its Management
Meaning of stress - Understanding stress and its consequences - Potential sources
of Stress - Individual differences - Consequences of stress - Managing stress.
Organizational Change and Development
Forces for change - Managing planned change -Changes done by change agents -
Structure, technology, physical setting and people - Resistance to change -
Individual resistance - Organizational resistance -Overcoming resistance to change
- The politics of change -Approaches to managing organizational change - Lewin's
61
three step model - Action research - Organizational development - Contemporary

change issues for today's managers.
Current Stream of Thoughts (For Advanced Learners Only)
Understanding Organizational Behavior, understanding how OB research is done
The role of ethics and national culture, Managing diversity for success: The case of
IBM Using Science to Math candidates to jobs: The case of Kronos
Communication barriers.
Course Outcomes:
CO1. the meaning and responsibilities of organizational behavior
CO2. the influence of individual of behavior in organization
CO3. the importance of perception, decision making values attitudes and job
satisfaction
CO4. the influence of power and politics in organizations
CO5. the types of stress and the strategies to manage the stress in workplace.
CO1 3
CO2 3
CO3 √ 3
CO4 3
CO5 3
Text Book
Robbins, S. P. Organizational Behavior: Concepts, Controversies and Application.
(8th Ed.) New Delhi: Prentice Hall of India Private Ltd., 1999.
Reference Books
1) Luthans, F. Organizational Behavior. New Delhi:McGraw Hill, 1988.
2) Davis, K. Newshon, W.J. Human Beahviour at Work.New Delhi: McGraw Hill
Book Co., 1989.
3) Rao, V.S.P. and Narayana, P.S. Organizational Theory and Behavior. New Delhi:
Konark Publishers Pvt. Ltd., 1987.
4) Prasad, L.M. Organizational Theory and Behavior New Delhi: Sultan Chand and
Sons, 1988.
62
2019-2020 19PSYP 403: PSYCHOLOGICAL EXPERIMENTS AND TESTING

(PRACTICAL - II)
Credits : 5
Hour: 5
Candidates are required to perform at least 15 Experiments from the
areas given below and prepare a record which the same should be submitted at the
time of Practical Examination duly signed by the course teacher and with Bonafide
Certificate from the Department.
Course Objectives:
a) the various kinds of testing, situations and comprehend the testing procedures
b) the administration of psychological tests for various purpose like selection and
recruitment and for
finding out the aptitudes and interests and motivation in organizational personnel
c) the analysis and interpretation of the data
d) to record the experiments using the proper format.
e) how to prepare research report
List of Experiments
1 Aptitude Tests
2 Interest Inventories (Thurstone’s Interest Schedule)
3 Job satisfaction
4 Leadership Behavior
5 MBTI
6 FIRO B
7 Problem Solving (Pyramid Puzzle)
8 Achievement Motivation
9 Dexterity Tests (An Experiment on Finger Dexterity/Manual
Dexterity/ Tool Dexterity)
10 Steadiness Test (An Experiment in Hand/Finger)
11 Job Involvement
12 Eysenck’s Personality Questionnaire
13 Scales Comprehension
14 Consumer Behavior Attitude scale
15 Type A/B stress Test
16 Self -Directed Search
Course Outcomes:
CO1. develop the skill to measure cognitive and non-cognitive abilities
CO2. use the instruments to assess insight as well as trial and error learning
CO3. use various tests to assess attention and creative thinking.
CO4. recognize various tests to assess the personality characteristics.
CO5. how to prepare research report.
63
CO1
3
CO2
3
CO3
3
CO4
3
CO5 3
2019-2020 19PSYPJ 404: DISSERTATION AND INSTITUTIONAL TRAINING

Credits : 6
Hours : 6
Course Objectives:
a) the various research processes
b) the purpose of review of literature
c) the research design
d) the sampling and sampling method
e) the method of data collection and preparing research report
Among the 6 credits of the course, Dissertation is given 4 and Institutional Training
2 credits. Dissertation will have 100 marks and the thesis will be evaluated for 60
marks and the Viva-voce is for 40 marks. Both evaluation and Viva-voce will be
done internally by two internal examiners of the Department as appointed by the
Head of the Department.
Institutional Training will have 100 marks and the report is to be evaluated for 60
marks and the Viva-voce is for 40 marks. Both the report and Viva-voce will be
done by two Internal Examiners as appointed by the Head of the Department.
The average of the Dissertation and Institutional Training marks will be the mark
awarded to this course against the course credit of 6.
Course Outcomes:
CO1. the various research processes
CO2. the purpose of review of literature
CO3. research design
CO4. sampling and sampling method
CO5. method of data collection and preparing research report
64

CO1 3 3
CO2 3
CO3 3
CO4 3
CO5 3
2019-2020 19PSYC 405: THE CONSTITUTION OF INDIA
Credits : 3
Hours : 3
Course Objectives:
a)the basic features of Indian Constitution.
b) the basic Rights & duties of Indian Citizenry
c) the form of Indian Political System.
d) about the pivotal provisions related with liberty, Equality and fraternity.
Unit I : Constitution of India – Basic features and Fundamental Principles

Meaning of the Constructional law and Constitutionalism –
Historical Perspective of the Constitution of India – Salient features Characteristics
of the Constitution of India.
Unit II : Fundamental Rights and Duties

Scheme of the Fundamental Rights – The scheme of the Fundamental Duties
and its legal status – The Directive Principles of State Policy-Its importance and
implementation.
Unit III : Legislative and Financial Powers of States
Federal Structure and distribution of legislative and financial powers
between the union and the states- Parliamentary form of Government in India – The
Constitution powers and states of the president of India.
Unit IV : Constitutional Amendments in India
The Historical perspectives of the constitutional amendments in India –
Emergency Provision: National Emergency, President Rule. Financial Emergency.
Unit V : Fundamental Rights

Schemes of the Fundamental Right to Equality – Scheme of the Fundamental
Rights to certain Freedom under Article 19 – Scope of the Right to life and Personal
Liberty under Article 21.
65
CURRENT STREAM OF THOUGHTS (ONLY FOR ADVANCED LEARNERS)

Historical Perspective of the Constitution of India
Characteristics of the Constitution of India
The scheme of the Fundamental Duties and its legal status
Federal Structure and distribution of legislative and financial powers between the
union and the states
Course Outcomes:
CO1. Imbibed about the basic features of Indian Political System.
CO2. Enlighten with the rights & duties of Indian Citizens.
CO3. Understand the significance of rule of law.
CO4. Inculcated with basic liberties.
CO1
3
CO2
3
CO3
3
CO4
3
Text Books :
1. Bipan Chandra, Mridula Mukherjee, AdilityMakherjee 2016., India after
Independence 1947-2000, Penguin Publishers, New Delhi.
2. Durga Das Basu,2018., Introduction to the Constitution of India Prentice Hall,
New Delhi.
3. JogendraYadav 2000, Transforming India: Dynamics of Democracy, Oxford
University Press New Delhi
Supplementary Readings:
1. The Constitution of India 1950 (Bare Act), Government Publications.
2. Busi S.N Ambedkar B.R 2015 Framing of Indian Constitution
3. Jain M.P 2014 Indian Constitution Law Lexis Nexis
4. Paul R.Brass 1999 The politics of India Since Independence Cambridge
University Press
5. Granvila Austin 2006 The Indian Constitution: Cornerstone of a Nation, Oxford
University Press, New Delhi.
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1

REGULATIONS FOR THE TWO-YEAR POST GRADUATE PROGRAMS UNDER

1. Definitions and Nomenclature

1.1University refers to Annamalai University.

1.3 Discipline refers to the specialization or branch of knowledge taught and

1.4 Program encompasses the combination of courses and/or requirements

1.5 Course is an individual subject in a Program. Each course may consist of

1.6 Curriculum encompasses the totality of student experiences that occur

1.7 Syllabus is an academic document that contains the complete information

1.8 Academic Year refers to the annual period of sessions of the

1.16 Programme Out-comes(POs) are statements that describe crucial and

1.22 Letter Grade is an index of the performance of a student in a particular

2. In the case of SC/ST and Differently-abled candidates, a pass is the

5.2 Core courses

*Each Department shall

6.7 Relaxation of attendance requirement up to 10% may be granted for valid

8.4.1 The CIA Tests shall be a combination of a variety of tools such as

9.3 Assessment of End-Semester Examinations

Continuous Internal Assessment End Semester Examination (75 Marks)

9.5 Assessment of Value-added Courses

11.6 Classification of Results. The successful candidates are classified as

11.7 Course-Wise Letter Grades

with other students’ work, removing/defacing library or computer resources,

Interdepartmental Electives (IDE)

VAD2 Counselling skills

VAD3 Introduction to life skills

VAD4 Personality development

2019-2020 19VAD1-HEALTH AND WELL-BEING

2019-2020 19VAD2 -COUNSELLING SKILLS

2019-2020 19VAD3-INTRODUCTION TO LIFE SKILLS

Unit 1: INTRODUCTION Definition and Importance of Life Skills Livelihood

Mapping of Course Outcomes (CO) with Programme Outcomes (PO)

Prescribed Books: Delors, Jacques (1997). Learning: The Treasure Within,

 Inter-Agency Meeting, WHO, Geneva. Nair. A. Radhakrishnan, (2010). Life Skills

2019-2020 19VAD4 - PERSONALITY DEVELOPMENT

Unit 1:INTRODUCTION Defining Personality Personality Development Stability

Unit 2: THEORIES OF PERSONALITY Psychoanalytical Theory of Personality

Mapping of Course Outcomes (CO) with Programme Outcomes (PO)

Program objectives (POs)

10. To familiarize the student with the practical assessments of various

PO7. Manage various psychological issues through counseling and

MAPPING OF PROGRAM OBJECTIVES (POS) WITH PROGRAM OUTCOMES (PO)

2019-2020 19PSYC 101: GENERAL PSYCHOLOGY

Neurons: Structure - Functions – Neurotransmitters - Nervous system: Major

Mapping of Course Outcomes (CO) with Program Outcomes (PO)

2019-2020 19PSYC 102: SOCIAL PSYCHOLOGY

-Internal and External factors that influence altruistic behavior - Explanations

Mapping of Course Outcomes (CO) with Program Outcomes (PO)

2019-2020 19PSYC 103: LIFESPAN PSYCHOLOGY Credits : 5

Mapping of Course Outcomes (CO) with Program Outcomes (PO)

2019-2020 19PSYC 104: CRIMINAL PSYCHOLOGY Credits : 4

CURRENT STREAM OF THOUGHTS (for Advanced Learners only)

Mapping of Course Outcomes (CO) with Program Outcomes (PO)

2019-2020 19PSYX – 105 PERSONILTY DEVELOPMENT (Elective)

Mapping of Course Outcomes (CO) with Program Outcomes (PO)

2019-2020 19PSYC-201 THEORIES OF PERSONALITYCredits : 5

Unit–I : Personality and Scientific Outlook

CURRENT STREAM OF THOUGHTS (for Advanced Learners only)

Mapping of Course Outcomes (CO) with Program Outcomes (PO)