Copy to :-

1. The Director of Board of Student Development.,

2. The Deputy Registrar (Eligibility and Migration Section)
3. The Director of Students Welfare,
4. The Executive Secretary to the to the Vice-Chancellor,
5. The Pro-Vice-Chancellor
6. The Registrar and
7 The Assistant Registrar, Administrative sub-centers, Ratnagiri,
Thane & Kalyan, for information.

1. The Director of Board of Examinations and Evaluation

2. The Finance and Accounts Officers
3. Record Section
4. Publications Section
5. The Deputy Registrar, Enrolment, Eligibility and Migration Section
6. The Deputy Registrar (Accounts Section), Vidyanagari
7. The Deputy Registrar, Affiliation Section
8. The Professor-cum- Director, Institute of Distance and Open Learning
Education,
9. The Director University Computer Center (IDE Building), Vidyanagari,
10. The Deputy Registrar (Special Cell),
11. The Deputy Registrar, (PRO)
12. The Deputy Registrar, Academic Authorities Unit (1 copies) and
13. The Assistant Registrar, Executive Authorities Unit

They are requested to treat this as action taken report on the

concerned resolution adopted by the Academic Council referred to in the
above circular and that on separate Action Taken Report will be sent in this
connection.

1. The Assistant Registrar Constituent Colleges Unit

2. BUCTU
3. The Deputy Accountant, Unit V
4. The In-charge Director, Centralize Computing Facility
5. The Receptionist
6. The Telephone Operator
7. The Secretary MUASA
8. The Superintendent, Post-Graduate Section
9. The Superintendent, Thesis Section

for information.
 Choice Based Credit System (CBCS)
T.Y.B.A. Psychology Syllabi to be implemented from 2020-2021

Paper IV: Psychological Testing and Statistics: Parts I and II

Code Sem. Course Title Credits Marks

UAPS501 5 Psychological Testing and Statistics: Part I 4 100
UAPS601 6 Psychological Testing and Statistics: Part II 4 100

Learning Objectives -
1) To have students build knowledge and understanding of the nature, uses, technical features, and the process
of construction of psychological tests
2) To create awareness among students about measurement of intelligence and assessment of personality
3) To have students build knowledge and understanding of the concepts in Statistics and the various measures
of Descriptive Statistics - their characteristics, methods of calculation, uses and applications
4) To create a foundation in students for advanced learning of Psychological Testing, Assessment and Statistics
Semester 5

Psychological Testing and Statistics: Part I (Credits = 4) 4 lectures per week

Unit 1. Psychological Testing, Assessment and Norms

a) Definition of testing and assessment; the process and tools of assessment
b) The parties and types of settings involved
c) What is a „Good Test‟; Norms – sampling to develop norms, types of norms, fixed reference group
scoring systems, norm-referenced versus criterion-referenced evaluation; culture and inference

Unit 2. Reliability
a) The concept of Reliability; sources of error variance
b) Reliability estimates: Test-Retest, Parallel and Alternate Forms, Split-Half, Inter-Item Consistency –
Kuder-Richardson, Cronbach‟s Coefficient Alpha; Inter-Scorer Reliability
c) Using and interpreting a coefficient of Reliability – purpose of the Reliability coefficient, nature of the test,
the true score model of measurement and alternatives to it
d) Reliability and individual scores: SEM and SE-Difference

Unit 3. Validity and Measures of central tendency

a) The concept of validity; Face and Content validity
b) Criterion-related validity and Construct validity
c) Validity, bias and fairness
d) Calculation of mean, median and mode of a frequency distribution; the assumed mean method for
calculating the mean
e) Comparison of measures of central tendency: Merits, limitations, and uses of mean, median and mode

Unit 4. Types of scores, Types of scales, Frequency distribution, Graphical representations

a) Continuous and discrete scores – meaning and difference; Nominal, ordinal, interval and ratio scales of
measurement
b) Preparing a Frequency Distribution; advantages and disadvantages of preparing a frequency distribution;
smoothed frequencies: method of running averages
c) Graphical representations: Frequency polygon, histogram, cumulative frequency curve, ogive, polygon of
smoothed frequencies.
 Semester 6

Psychological Testing and Statistics: Part II (Credits = 4) 4 lectures per week

Unit 1. Test Development and Correlation

a) Test conceptualization and Test construction
b) Test tryout and Item analysis
c) Test revision
d) Meaning and types of correlation – positive, negative and zero; Graphic representations of correlation -
Scatterplots
e) The steps involved in calculation of Pearson‟s product-moment correlation coefficient
f) Calculation of rho by Spearman‟s rank-difference method; Uses and limitations of correlation coefficient
g) Simple Regression and Multiple Regression
(Unit 1-e is only for theoretical understanding and questions, not for calculation in the exam.)

Unit 2. Measurement of Intelligence, Intelligence Scales, Probability, Normal Probability Curve and
Standard scores
a) What is Intelligence? - Definitions and theories; measuring Intelligence
b) The Stanford-Binet Intelligence Scales and the Wechsler Scales
c) The concept of Probability; laws of Probability; Characteristics, importance and applications of the Normal
Probability Curve; Area under the Normal Curve
d) Skewness- positive and negative, causes of skewness, formula for calculation; Kurtosis - meaning and
formula for calculation
e) Standard scores – z, t, Stanine; Linear and non-linear transformation; Normalized Standard scores

Unit 3. Assessment of Personality

a) Personality Assessment – some basic questions: who, what, where, how; Developing instruments to assess
personality – logic and reason, theory, data reduction methods, criterion groups; personality assessment and
culture
b) Objective methods of personality assessment
c) Projective methods of personality assessment - Inkblots as Projective stimuli - the Rorschach; Pictures as
Projective stimuli – Thematic Apperception Test; Projective methods in perspective

Unit 4. Measures of Variability, Percentiles, and Percentile Ranks

a) Calculation of measures of variability: Range, Quartile Deviation and Standard Deviation
b) Comparison of measures of variability: Merits, limitations, and uses .
c) Calculation of Percentile ranks and Percentile Scores.
d) Percentiles – nature, merits, limitations, and uses.

Learning Outcomes-
a) The learner will -
1. develop knowledge and understanding of the nature, uses, technical features, and the process of
construction of psychological tests.
2. develop awareness about measurement of intelligence and assessment of personality.
3. be equipped with the knowledge about the concepts in Statistics and the various measures of
Descriptive Statistics - their characteristics, uses, applications and methods of calculation.
b) The learner will build a firm foundation, which will be helpful for advanced learning of Psychological
Testing, Assessment and Statistics in postgraduate studies.
Book for study

Cohen, J. R., & Swerdlik, M. E., (2018). Psychological Testing and Assessment: An introduction to Tests
and Measurement. (9th ed.). New York. McGraw-Hill International edition. (Indian reprint 2018)

Books for reference

1) Aiken, L. R., & Groth-Marnat, G. (2006). Psychological Testing and Assessment. (12th ed.). Pearson.
Indian reprint 2009, by Dorling Kindersley, New Delhi
2) Anastasi, A. & Urbina, S. (1997). Psychological Testing. (7th ed.). Pearson Education, Indian reprint 2002
3) Aaron, A., Aaron, E. N., & Coups, E. J. (2006). Statistics for Psychology. (4th ed.). Pearson Education,
Indian reprint 2007.
4) Cohen, J. R., Swerdlik, M. E., & Sturman, E. D. (2013). Psychological Testing and Assessment: An
introduction to Tests and Measurement. (8th ed.). New York. McGraw-Hill International edition. (Indian
reprint 2015).
5) Cohen, J. R., Swerdlik, M. E., & Kumthekar, M. M. (2014). Psychological Testing and Assessment: An
introduction to Tests and Measurement. (7th ed.). New Delhi: McGraw-Hill Education (India) Pvt Ltd.,
Indian adaptation
6) Garrett,H.E (1929). Statistics in Psychology and education.
7) Gregory, R. J. (2013). Psychological Testing: History, Principles, and Applications. (6th ed.). Pearson
Indian reprint 2014, by Dorling Kindersley India pvt ltd, New Delhi.
8) Guilford,J.P.,&Fruchter,B (1978) Fundamental statistics in Psychology and education.(6th ED).McGraw
Hill International Edition.
9) Gupta, S .P.(1991)Statistical Methods.(26th Ed),Sultan Chand & Sons,New Delhi.
10) Hoffman, E. (2002). Psychological Testing at Work. New Delhi: Tata McGraw-Hill
11) Hogan, T. P. (2015). Psychological Testing: A Practical introduction. (3rd ed.). John Wiley & Sons, New
Jersey
12) Hollis-Sawyer, L.A., Thornton, G. C. III, Hurd, B., & Condon, M.E. (2009). Exercises in Psychological
Testing. (2nd ed.). Boston: Pearson Education
13) Kaplan, R. M., & Saccuzzo, D. P. (2018). Psychological Testing – Principles, Applications and Issues.
(9th ed.). Wadsworth Thomson Learning, Indian reprint 2019
14) Kline, T.J.B. (2005). Psychological Testing: A Practical approach to design and evaluation. New Delhi:
Vistaar (Sage) publications
15) Mangal, S.K. (1987). Statistics in Psychology and Education. New Delhi: Tata McGraw Hill Publishing
Company Ltd.
16) McBurney, D.H. (2001). Research Methods. (5th ed.). Bangalore: Thomson Learning India
17) Miller, L.A., Lovler, R. L., & McIntire, S.A., (2013). Foundations of Psychological Testing: A practical
approach. (4th ed.). Sage publications
18) Minium, E. W., King, B. M., & Bear, G. (2001). Statistical Reasoning in Psychology and Education.
Singapore: John-Wiley
19) Urbina, S. (2014). Essentials of Psychological Testing. (2nd ed.). John Wiley & Sons, New Jersey
------------------
Question Paper Pattern for T.Y.B.A (CBCS)
for Core Course IV Psychological Testing and Statistics.
With Effect From 2020-2021
Duration: 3 hrs Total marks: 100

Note: 1. Attempt all questions

2. All questions carry equal marks

Q.1 (Based on Module I) (20 marks)

a.
or
b.

Q.2 (Based on Module II) (20 marks)

a.
or
b.
 Q.3 (Based on Module III) (20 marks)
a.
or
b.

Q.4 (Based on Module IV) (20 marks)

a.
or
b.

Q.5 Attempt any two (Based on Module I, II, III and IV ) (20 marks)
a.
b.
c.
d.

Semester 5 – sample question paper pattern

Q.1 Unit 1 20
A
OR
B
Q.2 Unit 2 20
A
OR
B
Q.3 Unit 3 20
A – Validity
OR
B – Calculation of the mean ,median and mode (17 marks and Theory question 03 marks)
Q.4 Unit 4 20
A- Theory Question on Continuous and discrete scores – meaning and difference; Nominal,
ordinal, interval and ratio scales of measurement, steps in preparing a frequency distribution
table, advantages and disadvantages of preparing a frequency distribution; smoothed
frequencies: method of running averages.
OR
B - being a question based on tabulation of scores into a frequency distribution table,
Calculation of range, justifying the choice of the length of class Interval.

Q5 any two ( each question of 10 marks ) 20

A unit 1
B unit 2
C unit 3
D unit 4 Graph 5 marks theory question on graphical representations 5 marks.

Semester 6 - sample question paper pattern

Q.1 Unit 1 test development 20

A
OR
B calculation of correlation using rank order method 15 marks theory 5 marks
Q.2 Unit 2 20
A unit 2 a and b
OR
B unit 2 c, d and e
Q.3 Unit 3 20
A
 OR
B
Q.4 Unit 4 20
A-Theory question on Measures of variability OR
B - Calculation of QD or SD
Q5 any two (each question of 10 marks)
A unit 1
B unit 2
C unit 3
D unit 4 - Calculation of Percentiles and Percentile Ranks

Paper V: Abnormal Psychology: Part I and Part II

Code Sem Course Title Credits Marks

UAPS502 5 Abnormal Psychology: Part I 4 100
UAPS602 6 Abnormal Psychology: Part II 4 100
Learning Objectives -
1) To have students build knowledge and understanding of the basic concepts in Abnormal Psychology and the
theories of Abnormality
2) To have students build knowledge and understanding of the different Psychological Disorders – their
symptoms, diagnosis, causes and treatment
3) To create awareness among students about Mental Health problems in society
4) To create a foundation in students for higher education and a professional career in Clinical Psychology

Semester 5

Abnormal Psychology: Part I (Credits = 4) 4 lectures per week

Unit 1: Understanding Abnormal Behavior: Clinical Assessment and Diagnosis

a) What do we mean by Abnormality? - The DSM 5 and the Definition of Mental Disorders.
b) Historical views of Abnormal Behaviour - The Emergence of Contemporary views of Abnormal
Behaviour.
c) The Basic elements in Assessment - Physical Assessment and Psychosocial Assessment.
d) Classifying Abnormal Behaviour.

Unit 2: Causal factors and Viewpoints

a) Causes and Risk factors for Abnormal Behaviour.
b) Viewpoints for Understanding the Causes of Abnormal Behaviour: The Biological viewpoint, The
Psychological viewpoints.
c) Psychological Factors, The Sociocultural Viewpoints.

Unit 3: Panic, Anxiety, Obsessions and Their Disorders

a) The Fear and Anxiety Response Patterns - Specific Phobias, Social Phobias, Panic Disorder and
Agoraphobia.
b) Generalised Anxiety Disorder.
c) Obsessive-compulsive and Related Disorders.

Unit 4: Somatic Symptom and Dissociative Disorders

a) Somatic Symptom and Related Disorders - Hypochondriasis, Somatisation Disorder, Pain Disorder, Illness
anxiety disorder.
b) Conversion Disorder - Distinguishing Somatic Symptom Disorders from Malingering and Factitious
Disorder.
c) Dissociative disorders - Depersonalisation/Derealisation Disorder, Dissociative Amnesia and Dissociative
Fugue, Dissociative Identity Disorder.
Semester 6

Abnormal Psychology: Part II (Credits = 4) 4 lectures per week

Unit 1: Schizophrenia and other Psychotic Disorders

a) Clinical Picture and Subtypes of Schizophrenia.
b) Other Psychotic Disorders: Schizoaffective Disorder, Schizophreniform Disorder, Delusional disorder and
Brief Psychotic Disorder.
c) Risk and Causal factors: Genetic Factors, Neurodevelopmental Perspective, Neurochemistry, Psychosocial
and CulturalFactors.

Unit 2: Mood Disorders and Suicide

a) Unipolar Depressive Disorders: Dysthymia Disorder, Major Depressive Disorder.
b) Causal Factors in Unipolar Mood Disorders - Biological Causal Factors, Psychological Causal Disorders
c) Bipolar and Related Disorders: Cyclothymic Disorder, Bipolar Disorder (I and II) and Causal Factors in
Bipolar Disorders: Biological and Psychological Causal Factors.
d) Sociocultural Factors Affecting Unipolar and Bipolar Disorders, Treatment and Outcomes.
e) Suicide: The Clinical Picture and the Causal Pattern.

Unit 3: Personality Disorders

a) Clinical features of Personality Disorders.
b) Cluster A, Cluster B and Cluster C Personality Disorders.
c) General Sociocultural Causal factors, Treatments for Personality Disorders.

Unit 4: Sexual Variants, Abuse and Dysfunctions

a) Sociocultural Influence on Sexual Practises and Standards.
b) The Paraphilias: Causal Factors and Treatment for Paraphilias.
c) Gender Dysphoria, Sexual Abuse.
d) Sexual Dysfunctions: Forms and Treatment.

Learning Outcomes:
a). The learner will
1. Develop an understanding of the basic concepts and theories of Abnormal Psychology.
2. develop insight into various forms of Psychological Disorders – their symptoms, causes, along with the
process of diagnosis and treatment.
3. become more sensitised and equipped to deal with various issues related to Mental Health in society.
b). The learner will build foundational knowledge of Abnormal Psychology which will help the learner for
higher education and also to pursue a professional career in Clinical Psychology.

Book for study

Butcher, J.N; Hooley, J.M; Mineka, S; & Dwivedi, C.B. (2020). Abnormal Psychology. (16th ed.). Pearson

Books for Reference

1. Barlow, D.H., & Durand, V.M. (2005). Abnormal Psychology: An Integrative Approach. (4th ed.). New
Delhi: Wadsworth Cengage Learning
2. Beidel, D. C., Bulik, C. M., & Stanley, M.A. (2010). Abnormal Psychology. New Jersey: Pearson Prentice
Hall
3. Bennet, P. (2003). Abnormal and Clinical Psychology: An Introductory Textbook. Open University Press
4. Butcher, J. N., Hooley, J. M., & Mineka, S., (2014). Abnormal Psychology. (16th ed.). Pearson education
5. Dhanda, Amita. (2000). Legal Order and Mental Disorder. New Delhi, Sage publications pvt ltd
6. Hecker, J.E., & Thorpe, G.L. (2005). Introduction to clinical Psychology: Science, practice, and ethics. New
Delhi, Pearson education, Indian reprint 2007
7. Kring, A.M., Johnson, S. L., Davison, G.C., & Neale, J.M. (2013). Abnormal Psychology. (12th ed.).
International student version, John Wiley & Sons, Singapore
8. Nolen-Hoeksema, S. (2014). Abnormal Psychology. (6th ed.). New York: McGraw-Hill.
9. Oltmanns, T. F., & Emery, R. E. (2010). Abnormal Psychology. 6th ed., New Jersey: Pearson Prentice Hall
10. Ray, W.J. (2013). Abnormal Psychology: neuroscience perspectives on human behaviour and experience.
Sage Publications, USA
11. Whitbourne, S. K., &Halgin, R. P. (2014). Abnormal Psychology: Clinical Perspectives on Psychological
Disorders. (7th ed.). McGraw

Question Paper Pattern for T.Y.B.A (CBCS)

for Core Course V Abnormal Psychology
Duration: 3 hrs Total marks: 100

Note: 1. Attempt all questions

2. All questions carry equal marks

Q.1 (Based on Module I) (20 marks)

a.
or
b.

Q.2 (Based on Module II) (20 marks)

a.
or
b.

Q.3 (Based on Module III) (20 marks)

a.
or
b.

Q.4 (Based on Module IV) (20 marks)

a.
or
b.

Q.5 Attempt any two (Based on Module I, II, III and IV ) (20 marks)
a.
b.
c.
d.

Paper VI: Industrial/Organizational Psychology: Part I and Part II

(Major Elective; Applied Component)

Code Sem Course Title Credits Marks

UAPS503 V Industrial/Organizational Psychology: Part I 3.5 100 (80+20)
UAPS603 VI Industrial/Organizational Psychology: Part II 3.5 100 (80+20)
Learning Objectives -
1. To help learners understand and build knowledge about the basic concepts in the field of
Industrial/Organizational Psychology.
2. To help learners learn about the role and importance of psychological factors and processes in the
world of work.
3. To facilitate in learners a foundation for higher education and a professional career in Industrial
Psychology and Organizational Behaviour.

Semester 5

Industrial/Organizational Psychology: Part I (Credits = 3.5) (3 lectures per week)

Unit 1: Introduction to Industrial/Organizational Psychology & Job Analysis

A: Introduction to Industrial/Organizational Psychology

a) What Is I/O Psychology?
b) I/O Psychology as a profession & as a science
c) History of the field of I/O Psychology

B: Job Analysis
a) What is job analysis: The job-oriented approach & the person-oriented approach.
b) Purposes of job analysis.
c) How job analysis information is collected; approaches to collecting job analysis information
d) Methods of job analysis
e) Job evaluation: setting salary levels

Unit 2.Performance Appraisal

a) Why do we appraise employees?
b) Performance criteria
c) Methods for assessing job performance: Objective and subjective methods for assessing job
performance; 360-degree feedback

Unit 3: Assessment Methods for Selection and Placement & Recruitment

A: Assessment Methods for Selection and Placement
a) Job-Related characteristics.
b) Different types of psychological tests based on format: group vs. individual, close-ended vs.
open-ended; paper-and-pencil vs. performance; power vs. speed
c) Different types of psychological tests based on what is measured: cognitive ability tests,
psychomotor ability tests, knowledge and skills tests, personality tests, emotional intelligence
tests, integrity tests, vocational interest tests
d) Biographical information, interviews, work samples, assessment centers & electronic
assessment.
B. Recruitment
a) Recruiting applicants
b) Getting applicants to accept and keep jobs offered
c) Policies and issues with regard to selection: Reservation policy; gender and disability status of
applicant
Unit 4. Training
a) Needs assessment
b) Objectives
c) Training design: trainee characteristics; design factors; work environment
d) Training methods: Audiovisual instruction, autoinstruction, conference/lecture, on-the-job training,
modeling/role-playing/simulation, e-learning, mentoring/executive coaching
e) Brief overview of delivery and evaluation of a training program
Semester 6

Industrial/Organizational Psychology: Part II (Credits = 3.5) (3 lectures per week)

Unit 1. Theories of Employee Motivation

a) What is motivation?
b) Work motivation theories& need theories
c) Other Theories: Reinforcement theory, expectancy theory and self-efficacy theory; justicetheories;
goal-setting theory, control theory and action theory

Unit 2: Job Satisfaction & Productive and Counterproductive Employee Behaviour

A. Job Satisfaction
a) The nature of job satisfaction; how people feel about their jobs
b) Assessment of job satisfaction
c) Antecedents of job satisfaction
d) Potential effects of job satisfaction
B. Productive and Counterproductive Employee Behaviour
a) Organizational Citizenship Behaviour (OCB)
b) Counterproductive work behaviour (CWB): Withdrawal
c) Counterproductive work behaviour: Aggression, sabotage, and theft; labour unrest and strikes

Unit 3: Work Groups, Work Teams & Leadership and Power in Organizations
A. Work Groups and Work Teams
a) Difference between work groups and work teams
b) Important group and team concepts
B. Leadership and Power in Organizations
a) What is leadership?
b) Sources of influence and power; abuse of supervisory power: sexual and ethnic harassment
c) Approaches to the understanding of leadership
d) Women in leadership positions; gender differences in leadership style; cross-cultural differences in
leadership

Unit 4. Organizational Development and Theory

a) Organizational Development
b) Organizational Theories

Learning Outcomes:
1. Learners will be able to
a) describe the scope of I/O Psychology and careers related to I/O Psychology.
b) list and describe the basic concepts of I/O Psychology.
c) critically discuss issues related to I/O Psychology.
2. Learners will have built a sufficient foundation in I/O Psychology to pursue postgraduate studies and/or
careers related to I/O Psychology.
Book for study
Spector, P. E. (2012). Industrial and Organizational Psychology: Research and practice.
Singapore: Wiley. (Indian reprint 2016)

Books for reference

1) Aamodt, M.G. (2016). Industrial/Organizational Psychology: An applied approach (8thed.). Boston, MA:
Cengage Learning.
2) Aamodt, M.G. (2013). Industrial Psychology (7thed.). Boston, MA: Cengage Learning.
3) Aswathappa, K. (2013). Human resource management: Text and cases (8thed.). Chennai, India: McGraw
Hill Education India.
4) Conte, J. M., & Landy, F. J. (2019). Work in the 21st century: An introduction to Industrial and
Organizational Psychology (6th ed.). New York, NY: Wiley. (earlier editions: 2016, 2013, 2010, 2007,
& 2004)
5) Levy, P. E. (2005). Industrial/Organizational Psychology: Understanding the workplace. Houghton Mifflin.
(2019 edition published by Worth)
6) Luthans, F. (2017). Organizational behavior: An evidence-based approach (12th ed.). McGraw Hill
Education.
7) Muchinsky, P. M. (2011). Psychology applied to work (10th ed.). Hypergraphic Press. (12th ed. published in
2018)
8) Newstrom, J. W. (2017). Organizational behavior: Human behavior at work (12th ed.). McGraw Hill
Education.
9) Pareek, U., & Khanna, S. (2018). Understanding organizational behaviour(4th ed.). Oxford University
Press.
10) Riggio, R. E. (2017). Introduction to Industrial/Organizational Psychology (7th ed.). New York, NY:
Routledge.
11) Sinha, J. B. P. (2008). Culture and organizational behaviour. New Delhi: Sage.
12) Spector, P. E. (2016). Industrial and Organizational Psychology: Research and practice (7th ed.). New
York: Wiley.
13) Vohra, N., Robbins, S. P., & Judge, T. A. (2018)Organizational behavior (18thed.). Noida, India: Pearson
India Education Services.

Question Paper Pattern for T.Y.B.A (CBCS)

for Major Elective; Applied Component (I/O Psychology: Part I and Part II)
With effect from 2020-2021

Note: 1. Attempt all questions (Total = 80 marks)

2. All questions carry equal marks

Q.1 (Based on Unit I) (20 marks)

a.
or
b.

Q.2 (Based on Unit II) (20 marks)

a.
or
b.

Q.3 (Based on Unit III) (20 marks)

a.
or
b.

Q.4 (Based on Unit IV) (20 marks)

a.
or
b.

Project Work (Total = 20 marks)

Guidelines for Project Work TYBA – Psychology Paper VI
As per the above guidelines given by the University, the students have to submit a project for each of the
elective courses VI and IX for every semester V and VI. The College has to declare the final date of
submission.

Types of projects that can be done –

1. Small survey (using interviews/questionnaires)
2. Presentation in class
3. Conduct a workshop for a small group
4. Field visit
5. Literature review
6. Preparation of charts/posters (educational aids and class presentation/exhibition)
7. Case studies - 3 to 4
The topic of the Project may be from the syllabus of the respective papers or closely related to it. For I/O
Psychology, students can get ideas for their project from the “Learning by Doing” section at the end of
each chapter in the prescribed textbook.

Project report:
1. Word Limit – 1000 to 2000 words, A-4 size paper
2. Page limit – 8 - 10 pages of actual report. (Title page, index, Bibliography, List of tables and
figures, Appendix etc are not included)
3. Project report may be typed or handwritten.
Marks for passing 7 out of 20
Project of high quality may be given maximum 18-19 marks out of 20.

Paper VII: Cognitive Psychology: Parts I and Part II

Code Sem. Course Title Credits Marks

UAPS504 5 Cognitive Psychology: Part I 4 100
UAPS604 6 Cognitive Psychology: Part II 4 100

Learning Objectives:
1. To have students build knowledge and understanding of the fundamental concepts of Cognitive
Psychology and the basic Cognitive processes
2. To create awareness among students about the various applications of Cognitive processes in everyday life
and a foundation to enable understanding of their applications in other fields - Social, Educational,
Industrial, Abnormal, Counselling, Sports, Health, Education, and Neuro-Psychology
3. To have students understand the theoretical orientation and background for the courses on Practicum in
Cognitive Processes
4. To create a foundation in students for higher education and a career in the field of Cognitive Psychology

Semester 5
Cognitive Psychology: Part I (Credits = 4) 4 lectures per week

Unit I: Perception: Recognizing Patterns and Objects

a) Introduction & Fundamental Concepts
b) Human Perceptual Systems
c) Recognition
 d) Social Perception

Unit II: Attention and Consciousness

a) Introduction
b) Attention
c) Consciousness

Unit III. Sensory, Short Term and Working Memory

a) Introduction
b) Sensory Memory
c) Short Term Memory
d) Working Memory

Unit IV: Long-Term Memory

a) Introduction
b) Memory and amnesia
c) The structure of LTM
d) Non-declarative memory
e) Declarative memory

Semester 6.
Cognitive Psychology: Part II (Credits = 4) 4 lectures per week

Unit I. Learning, Forgetting and Imagery

a) Introduction
b) Learning: Encoding, storage and retrieval
c) Forgetting
d) Everyday/ Real world memory
e) Imagery and Concepts

Unit II. Problem Solving

a) Introduction
b) Problems and problems types
c) Brief history and background
d) Insight revisited
e) Knowledge rich (expert) problem solving
f) Creative problem solving

Unit III: Decision Making

a) Introduction
b) Expected value theory
c) Utility and prospect theory
d) Subjective probability and prospect theory
e) Making probability judgments
f) The affect heuristic
g) Decision processes for multi-attribute alternatives
h) Two-system approaches to decision making
i) Fast and frugal heuristic: the adaptive toolbox
j) Naturalistic decision making
k) Neuroeconomics: Neuroscience approaches to decision making

Unit IV: Reasoning

a) Introduction
b) Deductive reasoning
c) Inductive reasoning: Testing and generating hypotheses

Note – As an Orientation to this course, the following sub-topics should be taught in brief in 2 or 3 lectures
(questions will not be set on these sub-topics in the semester-end examination)
1. Cognitive psychology: History, approaches, and cognitive neuroscience

Learning Outcomes:
a). The learner will
1. develop understanding of the basic concepts and theories of Cognitive Psychology.
2. develop insight into theoretical aspects of cognitive processes
b). The learner will build foundational knowledge of Cognitive Psychology which will help the learner for
higher education and also to pursue a professional career in any of the several areas of Psychology.

Book for study

Gilhooly, K.; Lyddy,F. & Pollick F. (2014). Cognitive Psychology, McGraw Hill Education

Books for reference

1) Ashcraft, M. H. &. Radvansky, G. A. (2009). Cognition. (5th ed), Prentice Hall, Pearson education
2) Francis, G., Neath, I., & VanHorn, D. (2008). Coglab 2.0 on a CD. Wadsworth Cengage Learning,
international student edition
3) Galotti, K.M. (2014). Cognitive Psychology: In and Out of the Laboratory. (5th ed.). Sage Publications
(Indian reprint 2015)
4) Goldstein, E. B. (2007). Psychology of sensation and perception. New Delhi: Cengage learning India,
Indian reprint 2008
5) Matlin, M.W. (2013). Cognitive Psychology, 8th ed., international student version, John Wiley & sons
6) Reed, S. K. (2004). Cognition: Theory and Applications. (6th ed.), Wadsworth/ Thomson Learning
7) Robinson-Riegler, B., & Robinson-Riegler, G. L. (2008). Cognitive Psychology – Applying the science
of the Mind. (2nd ed.). Pearson Education. New Delhi: Indian edition by Dorling Kindersley India pvt
ltd.
8) Srinivasan, N., Gupta, A.K., & Pandey, J. (Eds). (2008). Advances in Cognitive Science. Volume 1,
New Delhi, Sage publications
9) Sternberg, R.J. (2009). Applied Cognitive Psychology: Perceivnig, Learning, and Remembering. New
Delhi: Cengage learning India, Indian reprint 2009
10) Solso, R.L., Maclin, O.H., & Maclin, M.K. (2013). Cognitive Psychology. Pearson education, New
Delhi, first Indian reprint 2014
11) Surprenant, A.M., Francis, G., & Neath, I. (2005). Coglab Reader. Thomson Wadsworth

Question Paper Pattern for T.Y.B.A (CBCS)

for Core Course V Abnormal Psychology
Duration: 3 hrs Total marks: 100

Note: 1. Attempt all questions

2. All questions carry equal marks

Q.1 (Based on Module I) (20 marks)

a.
or
b.

Q.2 (Based on Module II) (20 marks)

a.
or
b.

Q.3 (Based on Module III) (20 marks)

a.
or
b.
 Q.4 (Based on Module IV) (20 marks)
a.
or
b.

Q.5 Attempt any two (Based on Module I, II, III and IV ) (20 marks)
a.
b.
c.
d.

Paper VIII: Practicals in Cognitive Processes and Psychological Testing

Code Sem Course Title Credits Marks

UAPS505 5 Practicals in Cognitive processes and psychological Testing: Part I 4 100
UAPS605 6 Practicals in Cognitive processes and psychological Testing : Part II 4 100

Learning Objectives-
To facilitate the understanding of theoretical concepts of experimental psychology through experiential
learning, learn the processes involved in scientific inquiry, develop critical approach and understand use of
statistical analysis in psychological research by
a) introducing the students to Practicals in Cognitive Processes and Psychological Testing: through practice
and conduct of experiments, use of statistical analysis, interpretation and discussion of data, using APA
format for report writing.
b) introducing the students to Psychological Testing: administration, scoring and interpretation of the
psychological tests, understanding the concepts of reliability and validity and nuances of procedures and
ethical issues.
c) orienting the students to computer-based experiments (Coglab) and sensitize them to methodological
issues, strengths and limitations of use of computers for conducting experiments in psychology.
d) Helping students develop skills for evaluation of a research paper and write a research report.

Semester 5
Part I: Practicals in Cognitive Processes and Psychological Testing (Credits =4) (6 lectures per
week per Batch of 8 students)

A. Introduction to Experimental Psychology and Statistics in Psychological Research

1. Variables – Types, Operational definition
2. Designs – Types (one IV and two IV), Sampling, Randomization and Counterbalancing
3. Hypotheses – Types – Null and Alternative
4. Statistical Analysis –Inferential statistics - t test, F Test, statistical significance
5. Introduction to Scales of Measurement
6. Report writing – APA format
B. Practice Exercises – Two exercises
1. Experimental Situation given – Discuss design, hypothesis, IV, DV, Control Variables, Statistical
Analysis, Ethical Issues.
2. Variables given – Design experiment, frame hypothesis, discuss Statistical Analysis, Ethical Issues.

C. Practice Experiment – One

1. Conduct the experiment
 2. Review Original Article
3. Write result and discussion of group data using APA format
D. Two Experiments in Cognitive Processes
1. Conduct the experiments
2. Pool group data
3. Use appropriate statistics
4. Write report – abstract, introduction, method, result (Individual and group), discussion, conclusion
E. One Psychological Test
1. Administration, Scoring and Interpretation of the Test
2. Writing report on the findings of the test
3. Calculate Reliability / Validity of the test

Part II: Practicals in Cognitive Processes and Psychological Testing (Credits =4) (6 lectures per week
per Batch of 8 students)

A. Introduction to Experimental Psychology and Statistics in Psychological Research

1 Designs - Complex (Mixed)
2. Statistical Analysis – Inferential statistics – ANOVA, Chi Square
B. Review a research paper
C. Two Experiments in Cognitive Processes
1. Conduct the experiments
2. Pool group data
3. Use appropriate statistics
4. Write report – abstract, introduction, method, result (Individual and group), discussion, conclusion
D. One Psychological Test
1. Conducting and debriefing
2. Write report
E. One Computer-based Experiment (Coglab)
F. Use of Excel
1. Introduction to Excel
2. Statistical Analysis of both the experiments

Learning Outcomes –
After studying this paper, students will able to…
1. Translate theoretical concepts into application-based experiments.
2. Conduct experiments following standardized procedure.
3. Apply statistical tests and analyze the data collected.
4. Write reports on research conducted using APA format.
5. Make sense of the research papers on any given topic
Distribution of Marks

Internal 40 marks Practical examination of 2 hours 60 marks

Distribution of Marks
Internal marks
1 Checklist for Instructions 10
2 Checklist for Conduct 10
3 Report Writing 10
4 Attendance 05
5 Journal 05
Examination Practical
Instructions, Conduct, report 40
 Viva 20
The teacher has to give marks for each report. The final marks will be the average marks obtained for each
point as mentioned above.

During Examination, checklists for Instructions, Conduct and report. In viva 6 questions of 3 marks and one
question of 2 marks will be asked.

Books for reference

1) Anastasi, A. & Urbina, S. (1997).Psychological Testing. (7th ed.). Pearson Education, New Delhi, first
Indian reprint 2002
2) Aaron, A., Aaron, E. N., & Coups, E. J. (2006). Statistics for Psychology.(4th ed.). Pearson Education,
Indian reprint 2007
3) Cohen, J. R., & Swerdlik, M. E., (2018). Psychological Testing and Assessment: An introduction to
Tests and Measurement. (9th ed.). New York. McGraw-Hill International edition. (Indian reprint 2018)
4) Elmes, D.G., Kantowitz, B.H., & Roediger, H.L. (1999) Research Methods in Psychology.(6th ed.).
Brooks/Cole, Thomson Learning
5) Francis, G., Neath, I., &VanHorn, D. (2008). Coglab 2.0 on a CD. Wadsworth Cengage Learning,
International student edition
6) Gilhooly, K.; Lyddy,F. & Pollick F. (2014). Cognitive Psychology, McGraw Hill Education
7) Garrett, H.E. (1973). Statistics in Psychology and Education (6th ed.) Bombay: Vakils, Feffer, and Simons
Pvt. Ltd.
8) Guilford, J.P. Fruchter, B. (1973). Fundamental statistics in psychology and education. (5th ed.) New
York : McGraw-Hill
9) Goldstein, E. B. (2005). Cognitive Psychology: Connecting Mind, Research, and Everyday
Experience.Wadsworth/ Thomson Learning
10) Harris, P. (2008). Designing and Reporting Experiments in Psychology. 3rd ed., Open University Press,
McGraw-Hill Education
11) Hollis-Sawyer, L.A., Thornton, G. C. III, Hurd, B., & Condon, M.E. (2009). Exercises in Psychological
Testing. (2nd ed.). Boston: Pearson Education
12) McBurney, D. H. (2001). Research Methods. (5th ed.). Bangalore: Thomson Learning India
13) Mangal, S. K. (1987). Statistics in Psychology and Education. New Delhi : Tata McGraw Hill Publishing
Company Ltd.
14) Martin, D. W. (2004). Doing Psychology Experiments. (6th ed.). Belmont: Thomson Wadsworth
15) Matlin, M. W. (1995). Cognition. 3rd ed., Bangalore: Prism Books pvt. ltd.
16) King, B. M., Rosopa, P. J., &. Minium, E. W., (2011). Statistical Reasoning in the Behavoiral
sciences,John Wiley & sons
17) Minium, E. W., King, B. M., & Bear, G. (2001). Statistical Reasoning in Psychology and Education.
Singapore: John-Wiley
18) Pareek, U. (2003). Training Instruments in HRD and OD (2nd ed.), Tata McGraw- Hill Publishing
Company, Mumbai
19) Snodgrass, J. G., Levy-Berger G. V., & Haydon, M. (1985). Human Experimental Psychology. New York:
Oxford University Press.
20) Solso, R. L., &McLin, M. K. (2002). Experimental Psychology: A case approach. 7th ed., Allyn Bacon,
Pearson Education New Delhi, Indian reprint 2003
21) Steinberg, W. J. (2008). Statistics Alive! Los Angeles: Sage Publications, Inc.
22) Surprenant, A.M., Francis, G., & Neath, I. (2005). Coglab Reader. Thomson Wadsworth

Paper IX: Counselling Psychology: Part I and Part II

(Major Elective; Applied Component)
 Code Sem Course Title Credits Marks
UAPS506 V Counselling Psychology : Part I 3.5 100 (80+20)
UAPS606 VI Counselling Psychology: Part II 3.5 100 (80+20)

Learning Objectives –
1. To have students develop an interest in and an understanding of Counselling concepts
2. To have students understand counsellor‟s roles and responsibilities in practice environments
3. To have students build knowledge and understanding of the basic skills in practice
4. To help students understand the theoretical foundations underlying different counselling and
psychotherapeutic approaches
5. To create a foundation in students for higher education in Counselling and a career as a professional
counselor

Semester 5
Counselling Psychology:
Part I- Introduction and Approaches to counselling (Credits = 3.5) (3 lectures per week)

Unit 1: Introduction to Counselling: (Egan & Resse, Chapters 1 and 3)

a) Role of formal and informal helpers, key ingredients of successful helping, focus on client and
context- what client brings in sessions, defining success in terms of outcomes with life-enhancing
impact for the client, qualities of effective helper.
b) Role of beliefs, values, norms, and moral principles in the helping process. Helping clients redo poor
decisions and make and execute life-enhancing decisions.
c) Developing working alliance, key values that drive the working alliance, behaviours showing
disrespect & respect.
d) Appreciating the role of culture, personal culture, and values, competencies related to client diversity
and culture, promoting self-responsibility by helping clients develop and use self- efficacy.

Unit 2. Psychoanalytic, Adlerian, Humanistic, Behavioral, Cognitive Theories of Counselling

(Gladding , chapters 9&10 )
a) Psychoanalytic theories, Adlerian theory, Humanistic theories
b) Behavioural counselling, Cognitive and Cognitive-Behavioural Counselling

Unit 3. Systemic, Brief, Crisis Theories and Group Counselling (Gladding, chapters10 &11)
a) Systems theories, brief counselling approaches, Crisis and trauma counselling approaches.
b) A brief history of groups, benefits, drawbacks and types of groups. Theoretical approaches in
conducting groups, stages in groups.

Unit 4. Counselling in Diverse Groups (Gladding, Chapters 5 & 19)

a) Counselling aged populations, gender-based counselling, counselling and sexual orientation.
b) Abuse & Addiction Counselling

Semester 6

Counselling Psychology:
Part II- Micro skills in Counselling practice (Credits = 3.5) (3 lectures per week
Unit 1. Therapeutic Presence: Importance of Listening
a) Dialogue as the second nature to interactions with clients, basic guidelines for visibly tuning in to
clients. Nonverbal behaviour as a channel of communication. Active listening as the foundation of
understanding.
b) Forms of poor listening, processing information from client in a thoughtful search for meaning.
c) Importance of listening to helpers own internal conversation, key ingredients of successful therapy,
dealing with distorted listening.

Unit 2. Empathic Responding (Egan & Resse, Chapter 5)

a) Importance of responding skills in developing relationships with clients-empathy as a communication
skill to develop relationships, wider view of empathy
b) Three dimensions of responding skills- perceptiveness as the foundation of responding skills, basic
know-how of responding well, assertiveness in responding to clients
c) Basic formula for communicating empathy- responding accurately to clients‟ feelings, emotions, and
moods, responding accurately to the key experiences, thoughts, and behaviours in clients‟ stories,
tactics for responding with empathy, responding to the context, using empathy to achieve therapeutic
goals

Unit 3. Other Skills (Egan & Resse, Chapters 6,7,8)

A. Art of Probing , Summarizing
a) Probing, verbal and nonverbal prompts, types of probing, guidelines for using probes, probes with
empathic response.
b) Using Summaries: Use summaries when they add value, get clients to provide summaries, use of
summaries and probes in the case of Marcus and Andréa.
B. Challenging &Self disclosure
a) Challenging: concept of self-challenge, targets of self challenge, identifying blind spots, skills to
challenge blind spots.
b) Helpers self - disclosure
C. Dealing with Resistance: identifying and dealing with reluctance and resistance

Unit 4. The stages and tasks of problem management (Egan & Resse, Chapters 9, 10, 11)
A. Tasks of Stage I- Challenges clients face in talking about themselves, Case illustration, principles that
can guide to help clients tell their stories- feel safe, styles of storytelling, starting where the client starts,
assessing severity of problems, helping clients identify and clarify key issues, exploring context of key
issues.
B. Help clients tell their real stories, case illustration, help clients challenge the quality of their
participation. Help clients focus on the right story, choosing issues that will make a difference in their
lives , challenging to make right decisions.
C. Tasks of Stage II- Help clients determine what kind of change they need or want, help clients
distinguish needs from wants, continuum between first-order and second-order change, power of goal
setting guidelines to help clients set goals, helping clients commit themselves to their goals.
D. Tasks of Stage III-Help clients develop strategies for accomplishing their goals – brainstorming,
frameworks, finding social support, skills, strategies. Choosing goal-accomplishing strategies, balance-
sheet method for choosing strategies, choosing evidence-based treatments.

Learning Outcomes:
Student will able to…
1. identify unique features of Counselling as a profession.
2. understand the process to be followed while helping people and roles and responsibilities of the
counselor.
3. identify key ingredients necessary for successful helping.
 4. understand micro-skills required to practice Counselling.
5. understand theoretical foundations underlying different counselling and psychotherapeutic approaches
and critically evaluate the strengths, limitations associated with each of them.
6. feel motivated to seek further training to practice Counselling.

Book for study

Egan, G. & Reese, R. J. (2019). The Skilled Helper: A Problem-Management and Opportunity-
Development Approach to Helping. (11th Edition) Cengage Learning.
Gladding, S. T. (2014). Counselling: A Comprehensive Profession. (7th Ed.). Pearson Education. New
Delhi: Indian subcontinent version by Dorling Kindersley India

Books for reference

1. Capuzzi, D., & Gross, D. R. (2007). Counselling and Psychotherapy: Theories and Interventions. (4th
ed.). Pearson Prentice Hall. First Indian reprint 2008 by Dorling Kindersley India pvt ltd.
2. Capuzzi, D., & Gross, D. R. (2009). Introduction to the Counselling Profession. (5th ed.). New Jersey:
Pearson Education
3. Corey, G. (2005). Theory and Practice of Counselling and Psychotherapy (7th ed.). Stamford, CT:
Brooks/Cole
4. Corey, G. (2008). Group Counselling. Brooks/Cole. First Indian reprint 2008 by Cengage Learning
India
5. Corey ,G (2016) . Theory and Practice of Counselling and Psychotherapy. Cengage Learning, India
6. Cormier, S. & Nurius, P.S. (2003). Interviewing and change strategies for helpers: Fundamental skills
and cognitive behavioural interventions. Thomson Brooks/Cole
7. Dryden, W., & Reeves, A. (Eds). (2008). Key issues for Counselling in Action. 2nd ed. London: Sage
publications
8. Gelso, C.J., & Fretz, B.R. (2001). Counselling Psychology: Practices, Issues, and Intervention. First
Indian reprint 2009 by Cengage Learning India
9. Gibson, R.L., & Mitchell, M.H. (2008). Introduction to Counselling and Guidance. 7th ed., Pearson
Education, Dorling Kindersley India, New Delhi
10. Henderson,D.A . & Thompson C.L . (2015) Counselling Children. Cengage Learning
11. Heppner, P. P., Wampold, B. E., & Kivlighan, D. M. Jr. (2007). Counselling research. Brooks/ Cole,
Indian reprint 2008 by Cengage Learning, New Delhi
12. Ivey,A.E., Ivey M.B.& Zalaquett ,C,P. (2018) .Intentional Interviewing and Counselling: Facilitating
Client Development in a Multicultural Society. Cengage, Boston M A
13. Jena, S.P.K. (2008). Behaviour Therapy: Techniques, research, and applications. Sage publications,
New Delhi
14. Kinara, A. K. (2008). Guidance and Counselling. Pearson, New Delhi: Dorling Kindersley India pvt
ltd.
15. McLeod, J. (2009). An Introduction to Counselling. (4th ed.). Open University Press/ McGraw-Hill
Higher Education
16. Nelson-Jones, R. (2009). Introduction to Counselling Skills: Text and Activities. 3rd ed., London: Sage
publications
17. Nelson-Jones, R. (2012). Basic Counselling Skills: A helper’s manual. 3nd ed., Sage South Asia edition
18. Nugent, F.A., & Jones, K.D. (2009). Introduction to the Profession of Counselling. (5th ed.). New
Jersey: Pearson Education
19. Simmons, J. & Griffiths, R. (2009). CBT for Beginners. London: Sage publications
20. Welfel, E. R., & Patterson, L. E. (2005). The Counselling Process: A Multi-theoretical Integrative
Approach. (6th ed.). Thomson Brooks/ Cole

Question Paper Pattern for T.Y.B.A (CBCS)

for Major Elective; Applied Component ( Counselling Psychology: Part I and Part II)
 With effect from 2020-2021

Note: 1. Attempt all questions (Total = 80 marks)

2. All questions carry equal marks

Q.1 (Based on Unit I) (20 marks)

a.
or
b.

Q.2 (Based on Unit II) (20 marks)

a.
or
b.

Q.3 (Based on Unit III) (20 marks)

a.
or
b.

Q.4 (Based on Unit IV) (20 marks)

a.
or
b.

Project Work (Total = 20 marks)

Guidelines for Project Work TYBA – Psychology Paper IX
As per the above guidelines given by the University, the students have to submit a project for each of the
elective courses VI and IX for every semester V and VI. The College has to declare the final date of
submission.
Types of projects that can be done –
1. Small survey (using interviews/questionnaires)
2. Presentation in class
3. Conduct a workshop for a small group
4. Field visit
5. Literature review
6. Preparation of charts/posters (educational aids and class presentation/exhibition)
7. Case studies - 3 to 4
The topic of the Project may be from the syllabus of the respective papers or closely related to it.
Project report:
4. Word Limit – 1000 to 2000 words, A-4 size paper
5. Page limit – 8 - 10 pages of actual report. (Title page, index, Bibliography, List of tables and
figures, Appendix etc are not included)
6. Project report may be typed or handwritten.

Marks for passing 7 out of 20

Project of high quality may be given maximum 18-19 marks out of 20
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