HOLY CROSS COLLEGE (AUTONOMOUS)

Affiliated to Bharathidasan University

Nationally Accredited (4th Cycle) with A++Grade (CGPA 3.75/4) by NAAC

College with potential for Excellence Tiruchirappalli – 620002

DEPARTMENT OF PSYCHOLOGY

Programme: [Link]. Psychology

Programme Outcomes
Upon completion of the [Link] .Degree Programme, the graduate will beable to

PO-1 Exhibit a profound mastery of fundamental concepts, theories, methodologies,

and tools in their field, equipping them to skillfully analyze and evaluate
issues that pertain to their area of expertise.
PO-2 Conduct original and independent research to create findings and solutions to
address the societal problems
PO-3 Apply employability skills to confidently navigate in the job market andexcel
in competitive examinations in diverse professional settings.
PO-4 Demonstrate a strong commitment to ethical and moral values, actively
engage in activities that promote social responsibility, decision making as
inspired leaders to contribute positively for the betterment of society both
locally and globally
PO-5 Embrace a commitment to lifelong learning and professional
development, possessing the skills to adapt to the evolving trends, engage in
self-directedlearning and continuously enhance their expertise.

PO-6 Apply the acquired theoretical knowledge and practical skills in the field of
Psychology, Disability Rehabilitation and Social Work in dealing with
individuals, groups and communities to accelerate more sustainable lifestyles.
PO-7 Embrace and practice humanistic, ethical and moral inclination when
dealing with competencies related to diagnostic, intervention, teachingand
management of educational, vocational and rehabilitation
programmes for all segments of population.
 Programme Specific Outcomes
Upon completion of the PG programme the student would
PSO-1 Demonstrate respectful engagement with others' ideas, behaviours,
and beliefs, as well as apply diverse frames of reference to inform
their decisions and actions.
PSO Apply critical thinking, problem-solving, decision-making, and
–2 leadership skills to enable themselves to become effective
entrepreneurs who can facilitate startups and high-potential
organizations.
PSO-3 Design and implement HR systems and practices grounded in
research that comply with employment laws, leading the organization
towards growth and development.
 HOLY CROSS COLLEGE (AUTONOMOUS)

Affiliated to Bharathidasan University

Nationally Accredited (4th Cycle) with A++Grade (CGPA 3.75/4) by NAAC

College with potential for Excellence Tiruchirappalli – 620002

DEPARTMENT OF PSYCHOLOGY

Programme: [Link]. Psychology

Semester-I

Part Course Code Hrs/Week Credits Total

I General 5 3 100
Tamil/Hindi/French
II General English 5 3 100
III Core Course 1 U23PS1CCT01 5 5 100
Introduction to
Psychology-1
Core Course 2 U23PS1CCT02 5 4 100
Social
Psychology 1
Core Course 3 U23PS1CCT03 4 4 100
Psychology of
Childhood
Allied Course 1 U23PS1ALT01 3 2 100
Building
Psychological
Capital
IV SEC 1 (NME-1) 2 2 100
Value Education 1 -
Internship 2 (EC) 100
Total 30 23+2 800
 For students admitted from June 2024 onwards

HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2

SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER 1

Course title CORE COURSE 1- INTRODUCTION TO

PSYCHOLOGY- I
Total hours 90
Hours/week 5 Hrs. /Week
Code U24PS1CCT01
Crouse type Theory
Credits 5
Mark 100

CONSPECTUS

To enable the students to summarize the key concepts in Psychology, Scope of psychology

Course objectives

The learner will be able to

CO No. Course Objectives

CO1 To offer the students a comprehensive overview and understanding of the
Origins, Goals, Research Methods and Fields of Specialization in Psychology.

CO2 The basic principles of sensation for vision, hearing, smell, taste and bodily
Senses
CO3 The principles of Perception and Illusion
CO4 Learning theories highlighting on the principles of Classical and Operant
Conditioning and Observational Learning.
CO5 Emotions and theoretical perspectives of emotions.

UNIT- I INTRODUCTION TO PSYCHOLOGY 18 Hrs.

1.1 Definition of Psychology. Nature of Psychology. Origin of Psychology. 1.2 Philosophical

origins: Early Indian and Greek thoughts, Major ideas of Descartes, Locke. 1.3 Brief history of
modern scientific Psychology: Structuralism, Functionalism, Behaviourism, Gestalt psychology,
Piaget 1.4 Psychoanalysis, Cognitive approach. Scientific approach to Psychology.

Extra reading/keywords: Nature of psychology and modern scientific psychology

UNIT -II SCOPE OF PSYCHOLOGY 18HRS
2.1 Goals of Psychology. Role of a psychologist in society. Branches of Psychology: Clinical
Psychology, Industrial Psychology 2.2 Counselling Psychology, Developmental Psychology,
Social Psychology 2.3 Positive Psychology Sports Psychology, Health Psychology 2.4 Criminal
Psychology, Gender Psychology, Biopsychology.

Extra reading/keywords: Branches of psychology

UNIT-IIIATTENTION, SENSATION & PERCEPTION 18Hrs

3.1 Attention: Definition, Factors affecting attention, Set in attention. 3.2 Sensation: Definition,
Types of sensation, Elements of Sensation. 3.3 Perception: Definition, Gestalt Laws, Subliminal
perception, 3.4 Extra Sensory Perception

Extra reading/keywords: Attention, Sensation, Perception

UNIT-IV LEARNING 18Hrs

4.1 Characteristics of Learning. Classical conditioning (Pavlov) - Principles involved,

Significance 4.2 Operant Conditioning (B.F Skinner) – Principles involved, Significance, Trial
and Error (Thorndike) 4.3 Conditioning – Principles Involved, Significance 4.4 Insight learning
(Kohler)- Principles Involved, Significance, Social Learning Theory (Bandura)- – Principles
Involved, Significance.

Extra reading/key words: Learning, Theories of learning

UNIT-V EMOTIONS 18Hrs

5.1 Definition. Nature. Types. 5.2 Physiological Responses-Arousal and Emotional Intensity. 5.3
Theories: James Lange Theory, Cannon Bard Theory, Schachter-Singer Theory, Richard
Lazarus’ Theory 5.4 Communication of Emotion: Emotional Expression, Characteristics, Innate
Expression of Emotions, Social Aspects of Emotional Expressions.

Extra reading/key words: Emotion, Theories

Course outcomes (CO):

The learners will be able to

CO No. COURSE OUTCOME Cognitive Level

CO 1 Acquire knowledge on the history, methods and special areas in the K1

field of Psychology
CO- 2 Explain sensory systems through which information processing K3
Happens
CO- 3 Relate the process of attention to perception and infer how we K4
make sense of the world around us
CO- 4 Critically examine the process of learning K5
CO -5 Gain insight into complex emotional experiences of human being K1, K4
and analyse the experience of self in day to day life.

TEXT BOOKS
1. Passer, M.W. & Smith R.E. (2007) Psychology- The Science of mind and Behavior (3rd
ed.) New Delhi: Tata McGraw-Hill Publishing Company Ltd
2. Baron, R.A. & Misra, G. (2017) Psychology Indian Subcontinent Edition (5thed.) India,
U.P.: Pearson India Inc.
3. Ciccarelli, S.K., & White, J.N. Psychology 5thed. (2018). Adapted Misra, G. Noida:
Pearson India Education Services Pvt Ltd
4. Hockenbury, D. H. & Hockenbury, S. E. (2003). Psychology (3rd ed.) New York: Worth
Publishers
5. Khatoon, N. (2012) General Psychology. Dorling Kindersley (India) Pvt Ltd

SUGGESTED READINGS

1. Morgan, C.T., King, R.A., Weisz, J.R., &Schopler, J.(2007). Introduction to

Psychology,7th Edition. Singapore: Mcgraw- Hill.
2. Myers, D.G. (2004). Psychology.5th Edition, Worth Publishers: New York.
3. Kalat, J. (2007) Introduction To Psychology, 8th Edition, Wordsworth [Link].
4. Hilgard ,E.R., Atkinson,R.L.,R.C.,(2003) Introduction To Psychology.14th Edition
Wordsworth Pub. Co Feldman, R.S. (2006) Understanding Psychology, 6th Edition,
Tata McGraw Hill, New Delhi
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER I
Course Title CORE COURSE – Social Psychology I
Total Hours 90
Hours/Week 5/ week
Code U24PS1CCT02
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To understand the perspectives of self in relation with social situation, in relationship with
others, and the dynamics of close interpersonal relationships.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To offer the students a comprehensive overview of Social Psychology.
CO2 To comprehend the development and change of Social Cognition.
CO3 To gain insight into the formation and management of Social Perception.
CO4 To develop understanding of attitudes and persuasion.
CO5 To learn of the dynamics of close interpersonal relationships.

UNIT 1: INTRODUCTION TO SOCIAL PSYCHOLOGY 18 Hrs

1.1 Introduction – Definition of Social Psychology, History of Social Psychology.
1.2 Core Concerns of Social Psychology: Impact of Individuals - on Individuals, on Group; Impact of
Groups - on individual. On Group
1.3 Research methods Social Psychology: Systematic observation, Correlation, Experimental method
1.4 Theoretical perspectives in social psychology: Role theory, Reinforcement theory, Cognitive
theory, Symbolic interaction theory, Evolutionary theory.
Extra Reading/Key words: Ethical issues in social psychology research
UNIT- II: SOCIAL COGNITION 18 Hrs
2.1 Social Cognition: Definition of social cognition.
2.2 Schemas – Meaning, Impact of schemas on social cognition, Priming, Schema persistence.
2.3 Heuristics – Meaning, Representativeness, Availability, Anchoring and adjustment
2.4 Potential sources of error in social cognition.
Extra Reading/Key words: The paradox of self- handicapping, Physical health and views of self.
Using cognition to manage anger arousal
UNIT- III: SOCIAL PERCEPTION 18 Hrs
3.1 Definition of social perception; Non-verbal communication – Basic channels
3.2 Deception –Meaning. Non-verbal cues to identify deception.
3.3 Attribution – Definition, Theories of attribution– Correspondent inference, Kelley’s theory of
causal attribution; Basic sources of error in attribution.
3.4 Impression formation and Impression management.
Extra Reading/Key words: Doing wrong by trying to do right, Judging people by their covers.

UNIT- IV: ATTITUDES 18 Hrs

4.1 Attitudes – Meaning, Types
4.2 Formation of attitudes – Classical conditioning, Instrumental conditioning, Observational learning
4.3 Strength of attitudes, Change in attitude – Persuasion, cognitive processes underlying persuasion,
resisting persuasion attempts.
4.4 Cognitive dissonance, Dissonance and attitude change.
Extra Reading/Key words: Advertising the ultimate in attitude change, Application of social
psychology in day to day life.
UNIT V - INTERPERSONAL ATTRACTION AND CLOSE RELATIONSHIP 18 Hrs
5.1 Meaning of interpersonal attraction, Internal Sources of Liking Others:- External sources of
attraction - Liking based on social interaction.
5.2 Romantic relationships and falling in love- Sternberg’s Triangular Model of Love.
5.3 Romance, Selecting a potential mate, Love, Jealousy, Marital happiness
5.4 Causes of relationship failure.
Extra Reading/Key words: Love in cross cultural perspective.

COURSE OUTCOMES (CO)

The learners:
CO No. Course Outcome Cognitive Level
CO 1 To Outline the nature, history, principles and scope of social K1
psychology and methods used in social psychology research
CO 2 To understand social cognition and its potential sources of error. K2
CO 3 To describe the strategies used to form and maintain positive K3
impression and to elucidate the ways to resist persuasion.
CO 4 To analyze the causes of marital happiness and relationship K4
failure.

TEXT BOOKS
1) Robert A. Baron & Nyla R. Branscombe (2008) Social Psychology, 13 th Edition, Pearson
Education, New Delhi
2) David G. Myers, Prem Sahajpal, Pushpita Behera. (2012) Social Psychology, 10th Edition
McGraw Hill Education(India) Private Limited.

SUGGESTED READINGS
1) Schultz, W., Oskamp.S (2000). Social Psychology: An applied perspective, Upper saddle River,
NJ Prentice Hall.
2) Frank [Link]., Jamie A. Gruman., Larry [Link]. (2005) Applied social Psychology
Understanding and Addressing Social and Practical Problems, Sage publications.
3) Gruman J, A.: Schneider, F. W. & Coutts, L.M. (2017). Applied Social Psychology:
Understanding and Addressing Social and Practical problems. 3ed edition. Mc Graw Hill, New York
 For students admitted from June 2024 onwards

HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2

SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER 1

Course title CORE COURSE 3- PSYCHOLOGY OF CHILDHOOD

Total hours 90
Hours/week 4 Hrs. /Week
Code U24PS1CCT03
Crouse type Theory
Credits 4
Mark 100

CONSPECTUS

To enable the students to summarize the key concepts of the Psychology of Childhood

Course objectives

The learner will be able to

CO No. Course Objectives

CO1 To provide an overview of the human development stages from conception to
babyhood.
CO2 To understand the characteristics of early childhood at physiological domain.
CO3 To analyse the emotional development of childhood and socialization process.
CO4 To examine the characteristics of late childhood at physiological domain,
challenges of development.
CO5 To provide various perspectives to explain cognitive and personality
development in early childhood.

UNIT- I HUMAN DEVELOPMENT 18 Hrs.

1.1 Human development, Period of life span, Pre-natal period

1.2 Happiness and Unhappiness during the Life span, Heredity and environment, Birth – Stages,
Methods and settings of Child birth
1.3 Infancy: Characteristics, Major adjustments, Conditions influencing adjustment to post natal
life, Hazards of Infancy
1.4 Babyhood: Characteristics, Developmental task, Physical and Physiological development,
Muscle control, Speech development

Extra reading/keywords: Human development, Stages ofdevelopment

UNIT -II EARLY CHILDHOOD 18 HRS

2.1 Characteristics of early childhood, Developmental tasks

2.2 Physical development, Physiological habits Skills of early childhood, Speech during early
childhood.

2.3 Play in Early childhood, Development of understanding, Moral development

2.4 Common interests, Sex role typing, Family relationships, Personality development

Extra reading/keywords: Early childhood, characteristics

UNIT- III EMOTIONS AND SOCIALISATION IN EARLY CHILDHOOD18Hrs

3.1 Emotions – Common emotions of early childhood, Variations in emotional pattern

3.2 Socialization– Patterns of early socialization, Early forms of behaviour in social

situationsCompanionship in early childhood

3.3 Social and Unsocial behaviour patterns, Hazards, Happiness in early childhood

Extra reading/keywords: Emotions, Childhood, socialization

UNIT-IV LATE CHILDHOOD 18Hrs

4.1 Characteristics of late childhood, Developmental tasks

4.2 Physical development, Interests in later childhood,

4.3 Sex-role typing in late childhood, Hazards of late childhood, Happiness in late childhood.

Extra reading/key words: Learning, Late childhood, Happiness

UNIT-V COGNITION AND PERSONALITY IN CHILDHOOD

18Hrs

5.1 Cognitive Development – Piaget’s Sensory motor stage, Piaget’s Pre-operational stage,
Piaget’s stage of Concert operations

5.2 Information Processing Approach of memory development, Psychometric and Vygotskian

Approaches of Intelligence; Personality – Development of Self- concept
 5.3 Freud’s Phallic stage and Latency stage, Erikson’s Initiative Vs guilt and Industry Vs
inferiority.

Extra reading/key words: Cognitive development, Piaget, Erikson, Freud

Course outcomes (CO):

The learners will be able to

CO Course outcomes Cognitive level

No.
CO- 1 To explicate the developmental stage of conception through K2
birth.
CO- 2 To elucidate the developmental tasks of early childhood. K1,K2
CO- 3 To describe the various emotions and socialization patterns of K2
early childhood.
CO- 4 To distinguish the hazards and happiness of late childhood K4
CO -5 To critically analyze the cognitive and personality development in K4
childhood.

TEXT BOOKS
1. Papalia D. E, Olds S. W.& Feldman R.D. (2004) Human Development (9thEd.) Chennai:
McGraw-Hill Education (India) Private Limited.
2. Santrock J.W. (2011) Life-Span Development (13th Ed.) New Delhi: Tata McGraw
Education Private Limited.
3. Santrock J.W. (2013) Child Development (13th Ed.) New Delhi: Tata McGraw Education
Private Limited.
4. Hurlock E.B. (2010) Developmental Psychology: A Life Span Approach, Tata McGraw,
Hill Education Pvt Ltd
SUGGESTED READINGS

1. Berndt, T.J. (1997). Child development, Madison, WI: Brow & Benchmark Publishers.
2. Smith, Barry D. (1998). Psychology Science and Understanding The McGraw-Hill
Company.
3. Bee H. & Boyd D. The Developing Child (10th Ed.) Delhi: Pearson Education.
4. Berk L.E. (2013) Child Development (9th Ed.) New Delhi: PHI Learning Pvt Limited.
5. Feldman R.S. & Babu N. (2019) Child Development (8th Ed.) Noida: Pearson.
 For students admitted from June 2024 onwards

HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2

SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER 1
Course title Allied Course 1 Building Psychological Capital
Total hours 60
Hours/week 3
Code U24PS1ALT01
Crouse type Theory
Credits 2
Mark 100

CONSPECTUS

To enable the students to summarize the key concepts of the Psychology of Childhood

Course objectives
The learner will be able to

CO No. Course Objectives

CO1 To provide an overview of positive psychology and psychological capital
CO2 To understand the basics of self-efficacy and ways to strengthen it.
CO3 To analyse the concepts of hope and strategies to imbibe hope
CO4 To examine the various spectrums of optimism
CO5 To provide various perspectives on resilience

UNIT-1 INTRODUCTION TO POSITIVE APPROACH 12 Hrs

1.1 Positive psychology seeks a balanced more complete view of human functioning. Different
ways to positive outcomes, Compassion, Harmony.
1.2 Classification and measure of human strength- Gallup’s Clifton strength finder, The via
classification of strengths.

UNIT-II PSYCAP EFFICACY 12 Hrs

2.1 Self-efficacy-Definition, Childhood antecedents, the neuro-biology of self-efficacy, scales to
measure self-efficacy.
2.2 Self efficacy’s influence in life arenas- Psychological adjustment, physical health,
psychotherapy. Collective self-efficacy. Ways to strengthen self-efficacy.
UNIT-III PSYCAP HOPE 12 Hrs
3.1 Hope- Definition, Childhood antecedents of Hope, the neurobiology of Hope, Scales to
measure hope.
3.2 Predictors of Hope, Collective Hope, Life enhancement strategies, putting temporal futures in
perspective.

UNIT –IV PSYCAP WISDOM AND COURAGE 12 Hrs

4.1 Wisdom and courage, Theories of wisdom, Becoming and being wise.

4.2 Definition of courage, Theories of courage, Becoming and being courageous, Learning to be
courageous.

UNIT-V PSYCAP OPTIMISM AND RESILIENCE 12 Hrs

5.1 Optimism- Meaning, Learned Optimism.

5.2 Resilience- Meaning, Definition, Roots of resilience research, resilience resources, Qualities
of a resilient person.
Course outcomes (CO):

The learners will be able to

CO Course outcomes Cognitive level

No.
CO- 1 Acquire knowledge on the positive, negative approach and its K1
Effects
CO- 2 Explain the role of self-efficacy and ways to improve it K2
CO- 3 Distinguish the various conditions that implicate in developing K4
hope and hopelessness
CO- 4 Critically analyze and apply the strategies of resilience K5
CO -5 Gain insight into the qualities of resilient person K1, K4

TEXT BOOKS
Synder, C.R & Lopez,S.J (2002) Handbook of Positive Psychology. (eds). Oxford University
Press. New York.
Carr, A (2004) Positive Psychology. The science of happiness and human strength, New York:
Routledge
SUGGESTED READINGS

Fred Luthans, Carolyn,[Link]- Morgan & Bruce, J. Avolio (2015) Psychological capital and
Beyond, New York, Oxford University Press.
 HOLY CROSS COLLEGE (AUTONOMOUS)
Affiliated to Bharathidasan University
Nationally Accredited (4th Cycle) with A++Grade (CGPA 3.75/4) by NAAC
College with potential for Excellence Tiruchirappalli – 620002
DEPARTMENT OF PSYCHOLOGY
Programme: [Link]. Psychology
Semester-II
Part Course Code Hrs/Week Credits Total
I General 5 3 100
Tamil/Hindi/French
II General English 5 3 100
III Core Course 4 5 5 100
Introduction to
Psychology II
Core Course 5 4 4 100
Psychology of
Adolescence &
Early adulthood
Core Course 6 4 4 100
Social Psychology
II
Allied Course 2 2 2 100
IV SEC 2 (NME-1) 2 1 100
SEC 3 2 2 100
Psychological first
aid
Value Education 1 -
Massive Open 2 Extra
Online Course Credits
(MOOC)
Total 30 23+2 900
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER II
CORE COURSE 4 – INTRODUCTION TO PSYCHOLOGY II
Course Title
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To develop an insight and comprehensive overview on the concepts of psychology.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To examine the various spectrum of Cognition like problem –solving and Decision
making.
CO2 To understand the way memory works and stages of memory.
CO3 It provides an overview of theories of motivation and itsimplication on behaviour.
CO4 To understand what is intelligence and various theoreticalapproaches to it and to know
how to asses Intelligence.
CO5 To understand the underlying concept of personality and how it applies in different
yysettings such as the workplace, in a marriage, in forming friendship, also emphasis
on the measurement of and practical applications of personalit

Unit I:
1.1: Cognition: Meaning – Cognitive Psychology- Types of cognition: – Mental Imagery – Concept
1.2 Problem solving- Steps- Barriers to Effective problem solving- Strategies of problem solving:
Algorithms, Heuristic
1.3: Decision making – Step, Reasoning – Inductive and Deductive reasoning
UNIT II:
2.1: Language: Nature - Main Components of Language – Phonemes Morphemes – Syntax - Semantics –
Pragmatics
2.2: Memory: Definition. Nature of memory (Encoding, storage and retrieval) Memory encoding Attention,
levels of Processing, Elaboration, Imagery. Memory storage – Sensory Memory, short –Term memory,
Chunking and Rehearsal, working Memory, Long-Term Memory, Explicit Memory, Implicit Memory.
Memory Retrieval – Retrieval Cues and retrieval tasks.
2.2: Forgetting – Encoding Failure; Retrieval Failure; Memory and Study Strategies in encoding, storage and
retrieval
UNIT III:
3.1: Motivation: motive, drive & Motivation -Meaning& Definition- Motivation Cycle; Types of
Motivation-
3.2: Physiological Motivation – Hunger, Thirst, Psychological Motivation – Achievement, Affiliation, Power
3.3: Theories of Motivation – Need Theories – Maslow and ERG, Drive Reduction Theories.
UNIT IV:
4.1: Intelligence: Definition. Intelligence as a process: Piaget. Structure of intelligence: Approaches of
Spearman, Thurstone, Cattell. Triarchic approach. Multiple intelligences.
4.2: Concept of IQ. Evolution of intelligence testing: Stanford-Binet, Wechsler scales. Extremes of
intelligence:
4.3: Mental retardation and giftedness. Determiners of intelligence: heredity and environment. Emotional
intelligence.
UNIT V:
5.1: Personality: Definition, Determinants, Approaches – Psychoanalytic – Freud- Structuring Personality,
Psychosexual stages of development, defence mechanism.
5.2: Type approach – Jung’s typology, Trait theory- Allport; Eysenck and BIG Five;
5.3:Assessment of personality – Objective, Subjective and Projective

COURSE OUTCOMES (CO)

The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 To Understand the different types of cognition and thinking processes K1
and to analyse the steps in problem solving and decision making
CO 2 To summarize and compare the various functions and K2
memory processesinvolved in memory and forgetting.
CO 3 To outline the various theories of motivation and to K3
understand theimplications of it.
CO 4 To explain the theories of intelligence and the ways to assess K4
intelligence
CO 5 To explore the various theories of Personality and examine the K5
uses ofpersonality assessments

TEXT BOOK
1. Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J.(2007). Introduction to Psychology,7th
Edition. Singapore: Mcgraw- Hill.
2. Myers, D.G. (2004). Psychology.5th Edition, Worth Publishers:New York.
3. Kalat, J. (2007) Introduction To Psychology, 8th Edition,Wordsworth [Link].
4. Hilgard ,E.R., Atkinson,R.L.,R.C.,(2003) Introduction ToPsychology.14th Edition
Wordsworth Pub. Co
5. Feldman, R.S. (2006) Understanding Psychology, 6th Edition,Tata McGraw Hill, New
Delhi
SUGGESTED READING

1. Passer, M.W. & Smith R.E. (2007) Psychology- The Science ofmind and Behaviour (3rd ed.)
New Delhi: Tata McGraw-Hill Publishing Company Ltd
2. Baron, R.A. & Misra, G. (2017) Psychology Indian SubcontinentEdition (5thed.) India, U.P.:
Pearson India Inc.
3. Ciccarelli, S.K., & White, J.N. Psychology 5thed. (2018). AdaptedMisra, G. Noida: Pearson India
Education Services Pvt Ltd
4. Hockenbury, D. H. & Hockenbury, S. E. (2003). Psychology (3rded.) New York: Worth
Publishers.
5. Khatoon, N. (2012) General Psychology. Dorling Kindersley (India) Pvt Ltd

E REFERENCES
1. Judgment and Decision making ([Link]
2. [Link] psychology/chapter/introduction-to-memory/
[Link]
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER II
CORE COURSE 5 – PSYCHOLOGY OF ADOLESCENCE
Course Title AND EARLY ADULTHOOD
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To develop an insight and comprehensive overview on the changes, development, consequences
of changes and adjustments those take place during the period of adolescence and early adulthood.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To offer the students a comprehensive overview and understanding of Adolescence and
the consequent changes in an adolescent.
CO2 To comprehend the changes in adolescent behavior pertaining gender, sexual and
relationships.
CO3 The characteristics, development and changes of Early Adulthood.
CO4 To have an insight into the Vocational and Family adjustments in Early Adulthood.
CO5 Different perspectives of Cognitive and Personality development in Early Adulthood.

UNIT 1: ADOLESCENCE 18 Hrs

1.1 Adolescence – Characteristics of Adolescence.
1.2 Developmental tasks, Physical changes – Variations, Effects and Concerns
1.3 Emotionality during adolescence and Social changes during adolescence
1.4 Adolescent interests: Recreational, Social, Personal, Educational, Vocational, Religious and
interest in social symbols.

UNIT- II: ADOLESCENT BEHAVIOR 18 Hrs

2.1 Changes in morality – Moral concepts, Moral code, and Inner control of behavior.
2.2 Sex interest and sex behavior during adolescence, Approved sex roles,
2.3 Family relationships and Personality changes during adolescence.
2.4 Hazards of adolescence – Physical, Psychological and effects of immaturity.

UNIT- III: EARLY ADULTHOOD 18 Hrs

3.1 Early Adulthood: Characteristics of early adulthood; Developmental tasks
3.2 Changes in interests – Personal, Recreational and Social.
3.3 Social mobility and Sex role adjustment
3.4 Personal and social hazards – Physical, Religious, Social and Sex role.

UNIT- IV: VOCATIONAL AND FAMILY ADJUSTMENTS IN EARLY ADULTHOOD 18 Hrs

4.1 Vocational adjustments – Selection and stability of a vocation, Adjustment to work and Appraisal.
4.2 Marital adjustments – Mate, Sexual, Financial and in- laws.
4.3 Adjustment to parenthood and singlehood.
4.4 Hazards of vocational and marital adjustments.

UNIT V - COGNITION AND PERSONALITY 18 Hrs

5.1Cognitive Development: Adolescence - Piaget’s Formal operational stage, Elkind’sImmature
characteristics of Adolescent thought.
5.2 Cognitive Development: Early adulthood - Shift to post formal thought, Schaie’s Life-span model
of Cognitive development.
5.3 Personality: Adolescence - Freud’s genital stage, Erikson’s Identity Vs Confusion, Marcia’s
Identity status Crisis and Commitment, Gender differences in identity formation during adolescence
5.4 Personality: Early adulthood - Four views of personality development: Normative stage models,
Timing of events model, Trait models, Typological Models.

COURSE OUTCOMES (CO)

The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 To describe and discuss the various physical changes and emotionality K1
during adolescence.
CO 2 To analyse and understand the changes in morality, sex interest and family K2
relationships in adolescence.
CO 3 To discuss and evaluate the personal and social hazards of early adulthood. K3
CO 4 To identify and critically analyse the vocational and marital adjustments K4
made by early adults.
CO 5 To understand the cognitive and personality development. K5

TEXT BOOKS
1) Hurlock E.B. (2010) Developmental Psychology: A Life Span Approach, Tata McGraw, Hill
Education Pvt Ltd.
2) Papalia D. E, Olds S. W.& Feldman R.D. (2004) Human Development (9thEd.) Chennai:
McGraw-Hill Education (India) Private Limited.
3) Santrock J.W. (2011) Life-Span Development (13th Ed.) New Delhi: Tata McGraw Education
Private Limited.

SUGGESTED READINGS
1) Shaffer D.R. &Kipp K. (2007) Developmental Psychology – Childhood and Adolescence
(7thEd.) Haryana: Thomson Wadsworth.
2) Sigelman C.K. & Shaffer D.R. (1995) Life span Development (2nd Ed.) California: Brooks/Cole
Publishing Company.
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER II
CORE COURSE 6– SOCIAL PSYCHOLOGY II
Course Title
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To enable the students to understand the theories and application of theories in social situation.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 Understand how social influence enables compliance, conformity and
obedience
CO2 ● Get introduced to the theories that explain selflessness and to suggest ways
to increase helping behaviour.
CO3 Comprehend knowledge about various theories that explain aggression and
apply the knowledge to prevent and control aggression
CO4 Get acquainted to functions of a group and its influences on individual
performance and to educate them about the potential dangers of decision
making in group.
CO5 Facilitate students to see the applicability of social psychological principles
in various settings.

UNIT 1: SOCIAL INFLUENCE 18 Hrs

1.1 Conformity – Meaning, Asch’s research on conformity, Sheriff’s research on autokinetic
phenomenon.
1.2 Factors affecting conformity, Resisting pressures to conform;
1.3 Compliance - Meaning, Six basic principles of compliance, Symbolic social influence.
1.4 Obedience – Meaning, Milgram’s experiment on obedience.

Unit II: PROSOCIAL BEHAVIOUR

2.1 Meaning, Motives for pro-social behaviour, Competitive altruism.
2.2 Five crucial steps to determine helping Vs not helping, External and internal influences on helping
behaviour,
2.3 Empathy, Personality and Helping.

Unit III: AGGRESSION

3.1 Perspectives on aggression – Evolutionary perspective, Drive theories;
3.2 Modern theories of aggression – Social learning perspective and General Aggression Model; 3.3
Causes of human aggression – social, cultural, personal and situational;
3.4 Prevention and control of aggression.

Unit IV: GROUPS AND INDIVIDUALS

4.1 Groups – Meaning, Types, Key components, Stages of group formation, Benefits of joining a group,
4.2 Social facilitation, Social loafing, hooliganism, deindividuation;
4.3 Conflict: Nature, Causes and Effects; Techniques to resolve conflicts, Perceived fairness in groups –
Basic rules for judging fairness, Reactions to perceived unfairness;
4.4 Decision making by groups, Downside to group decision making.

Unit V: APPLICATION OF SOCIAL PSYCHOLOGY

5.1 Social Psychology and legal system
5.2 Social Psychology and Health,
5.3 Social Psychology and the world of work

COURSE OUTCOMES (CO)

The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 ● To relate to the nature and causes of social influence. K1
CO 2 To observe the internal and external influences on helping K2
behaviour.
CO 3 To employ the strategies that can be used to prevent or K3
control human aggression.

CO 4 To appraise group dynamics. K4

CO 5 To analyze the role of social psychology in various settings K5
like legal system , health and work.

TEXTBOOKS
1. Myers, D.G. &Twenge, J.M. (2017): Social psychology. New York, NY: McGraw – Hill
Education.
[Link], N.R., Baron, R.A. &Kapur, P. (2017). Social psychology. Chennai, India: Pearson
India Education Services. Pvt. Limited.

3. Myers, D.G. (2002). Social psychology. New York, NY: McGraw Hill Book Company.

4. Baron, A., & Byrne, D. (2002). Social psychology. New Delhi, India: Prentice-Hall of India.
[Link], A., Branscombe, N., Byrne, D., &Bhardwaj, G. (2009). Social psychology. New Delhi,
India: Dorling Kindersley (India) Private Limited.

SUGGESTED READINGS
[Link], D.W. (1995). Counselling and Therapy. London: Sage Publications
2. Whiston, S.C (1999). Principles ad applications of assessment in counseling , Wadsworth,
Belmont. Brooks- Clole
3. Nichols, M.P. & Schwartz, R.C. (2010). Family therapy: Concepts and methods. 9th ed.
Toronto: Allyn and Bacon, Pearson education, [Link], Inc
4. Patterson, J., William, L., Grauf-Grounds, C., &Chamow. (2009). Essential skills in family
therapy: From the first interview to termination. 2nd Edition. New York: The Guilford Press.
5. Myers David G. (2002). Social Psychology, 7th Edition, McGraw Hill Book Company.
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER II
ALLIED COURSE 2 – CAREERS AND ETHICS IN
Course Title PSYCHOLOGY
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To enable the students to understand the ethics and opportunities in psychology.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 Comprehend careers in psychology for social developmentand their the
roles, responsibility and accountability
CO2 ● Understand careers in psychology for promoting physicaland mental health
and their the roles, responsibility and accountability
CO3 Appreciate the roles, responsibility and accountability ofcareers in
psychology for education
CO4 Recognize and comprehend ethics in practicing psychology
CO5 Demonstrate and reflect Ethical Principles and Standards ofpsychologist

Unit I-Careers in Psychology for Social Development:

Psychology for Social Development - Community Psychologists - Developmental
Psychologists- - Environmental Psychologists - Evolutionary Psychologists- Industrial/
Organizational Psychologists - Forensic Psychologists – Consultants in medical settings, legal
settings, and business - Ethicalconsiderations and accountability

Unit II- Careers in Psychology for Promoting Physical and Mental Health:
Psychology for Promoting Physical and Mental Health - Clinical Psychologists- Counseling
Psychologists - Experimental Psychologists- Health Psychologists- Neuro Psychologists- Behavioral
Psychologists - Rehabilitation Psychologists- Sports Psychologists – Telepsychologist - Psychological
Practice with reference to Girls, Women and Elderly persons – Family therapist -Ethical
considerations and accountability
Unit III- Careers in Psychology for Education
Psychology in Education - Cognitive Psychologists- Educational Psychologists- Engineering
Psychologists - School Psychologists - Mental Health Professionals in Academia – Consultants in
schools (behavioural and primary care), higher
education - Ethical considerations and accountability
Unit IV: Ethical Practice of Psychology
Ethics - Core Ethical Principles - Competence - Personal Fitness - Qualification and Training -
Confidentiality, Human Relations, Privacy and Record Keeping – Professional relationships
- Relationships with Colleagues, Supervisors, Students and Employee - Ethical Code –Regulations and
Enforcement – Ethical decision making and steps – Ethics in usage of technology.
Unit V: Ethical Principles and Standards of Psychologist
American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code
of Conduct- Introduction- a Preamble- Five General Principles (A-E) – Ethical Standard – Ethics of
being culturally competent Psychologist - Integrate ethical concepts in the context of practice - Ethical
challenges of the 21st Century: practicing in the age of Email, texting, Facebook, Skype
and twitter

TEXT BOOK
Koocher, G. P. & Keith-Spiegel, P. (2016). Ethics in psychology and the mental health professions:
Standards and cases (4th Ed.). New York: Oxford
SUGGESTED READING :
1. American Psychological Association,” Ethical Principles of Psychologists and Code of Conduct”
Adopted August 3, 2016, Effective January I, 2017.
2. American Psychological Association,” Careers in Psychology”
3. Barnett, J. E., Behnke, S. H., Rosenthal, S. L., & Koocher, G. P. (2007). In case of ethical dilemma,
break glass: Commentary on ethical decision making in practice. Professional Psychology: Research
and Practice, 38, 7-12
Pope, K. S., & Vasquez, M. J. T. Steps in ethical decision-making.
[Link]

COURSE OUTCOMES (CO)

The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 ● Acquire knowledge on the careers in psychology for social K1
developmentand their the roles, responsibility and accountability
CO 2 Explain the roles, responsibility and accountability of careers in K2
psychology for education
CO 3 Examine the roles, responsibility and accountability of careers in K3
psychology for education
CO 4 Critically Recognize and comprehend ethics in practicing psychology K4
CO 5 Acquire knowledge on the careers in psychology for social K5
developmentand their the roles, responsibility and accountability
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER II
CORE COURSE – Psychological First Aid
Course Title
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To enable the students to understand the ethics and opportunities in psychology.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 Facilitate the students to Learn and apply psychological firstaid
CO2 ● Explore to manage psychological crisis reactions
CO3 Practice self-care

Unit: I Introduction to Psychological First Aid

Concept and Development of Psychological First Aid- Who, Whenand Where of Psychological First
Aid- Things to say and do- Supporting those who need special attention-Core competencies of
Psychological First Aid.
Unit II- Crisis Events
Crisis events – both large scale and individual, nature of traumaticevents (major and minor), common
physical, psychological, behavioral and social reaction after crisis/disaster.
Unit III- Coping with Death
Death and Bereavement- Stages of death and bereavement byKubler Ross- Stress and basic
stress management for disaster survivors, disaster management.
Unit IV- Action Principle
Basic communication techniques for PFA, Action principles, Recognition of basic human needs-
Working with children andadolescents, older adults, Resilience, Protective factors for Psychological
resilience in children and youth, strategies for promoting resilience in children and youth.
Unit: V Practicing the Art of Psychological First Aid
Rapport and Reflective Listening -Assessment of Needs –Prioritization- Intervention- Disposition
 COURSE OUTCOMES (CO)
The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 ● To learn and apply psychological first aid K1
CO 2 To Explore to manage psychological crisis reactions K2
CO 3 To Practice self-care K3

TEXT BOOK
Miller, L.B. (2019). Psychological First Aid. ISBN: 978-1794767188
SUGGESTED READING
1. Burke, S. & Richardson, J. (2009). Psychological first air: AnAustralian aid. The Australian
Psychological Society Ltd.
2. Everly, G.S. Jr., & Lating, J.M. (2017). The Johns Hopkins guide to psychological first aid. John
Hopkins University Press.
3. Winch, G. (2013). Emotional first aid: Healing, rejection, guilt,failure and other everyday hurts.
NY, USA: Hudson Street Press.
 HOLY CROSS COLLEGE (AUTONOMOUS)
Affiliated to Bharathidasan University
Nationally Accredited (4th Cycle) with A++Grade (CGPA 3.75/4) by NAAC
College with potential for Excellence Tiruchirappalli – 620002
DEPARTMENT OF PSYCHOLOGY
Programme: [Link]. Psychology
Semester-III
Part Course Code Hrs/Week Credits Total
I General 5 3 100
Tamil/Hindi/French
II General English 5 3 100
III Core Course 7 6 5 100
Biological
Psychology
Core Course 8 6 4 100
Psychology of
middle age and old
age
Allied Course 3 4 4 100
Introduction to
research
methodology
IV SEC 4 2 2 100
(Entrepreneurial
Skill)
SEC 5 (Generic) 1 1
Relaxation
Techniques
Massive Open 2 Extra
Online Course Credits
(MOOC)
Value Education 1 -
Total 30 23+2 700
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER III
CORE COURSE – BIOLOGICAL PSYCHOLOGY
Course Title
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To enable the students to understand the Role of hormones, glands and nervous system in human
behavior.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To offer the students a comprehensive overview and understanding of the
Origins, Goals, Research Methods andFields of Specialization in
Psychology.
CO2 ● The basic principles of sensation for vision, hearing, smell,taste and bodily
senses.
CO3 The principles of Perception and Illusion.
CO4 Learning theories highlighting on the principles of Classicaland Operant
Conditioning and Observational Learning.
CO5 Emotions and theoretical perspectives of emotions.

UNIT 1: INTRODUCTION TO BIO PSYCHOLOGY

1.1: What is bio psychology : Definition – origin – subfields of neuroscience related to biological
psychology – types of research- divisions of biological psychology. Foundation of biopsychology :
Human evaluation – fundamental genetics.
1.2: Hormones: Introduction and Definition- Principles of Hormones-Hormones: Classification by
Chemical Structure.
1.3: Endocrine Glands and its Specific Hormones: The Pituitary Gland; The Adrenal Gland; The
Thyroid Gland; The Gonads; The Pineal Gland; The Pancreas and The Parathyroid Glands.
UNIT II: ANATOMY OF NERVOUS SYSTEM
2.1: General layout of nervous system – cells of nervous system – anatomy of CNS
2.2: Neural conduction and synaptic transmission – action potential – synaptic transmission –
neurotransmitters.
2.3: BRAIN DAMAGE: Causes of Brain damage, Neurodegenerative diseases- Traumatic Brain Injury -
TBI Risk Factors - TBI Defined - Neurobiology of TBI -Neuroimaging and TBI - TBI: Severity
Classification- Malingering Issues in TBI.
UNIT III: INTERNAL REGULATION
3.1: Temperature – Homeostasis, Allostasis Controlling Body Temperature- The Advantages of
Constant High- Brain Mechanisms . Thirst – Mechanisms of Water Regulation - Osmotic Thirst -
Hypovolemic Thirst and Sodium-Specific Hunger- The Psychology and Biology of Thirst.
3.2: Hunger – Physiological mechanisms of hunger and satiety- Digestion and Food Selection- Short-
and Long-Term Regulation of Feeding- Brain Mechanisms : Role of Hypothalamus- Eating Disorders
3.3: Wakefulness and sleep: Rhythms of Waking and Sleeping – Endogenous Cycles - Setting and
Resetting the Biological Clock - Mechanisms of the Biological Clock - Stages of Sleep and Brain
Mechanisms- sleep disorder.
UNIT IV:EMOTIONAL REPRODUCTIVE & STRESS BEHAVIOR
4.1: STRESS AND BEHAVIOR: Concepts of Stress Stress and the Hypothalamus-Pituitary-Adrenal
Cortex Axis - Stress Control- Post-traumatic Stress Disorder - Emotions and Body [Link]:
Emotions- Autonomic Arousal- Theories - Brain Areas Associated with Emotion- The Functions of
Emotions.
4.2: Attack and Escape Behaviors: Attack Behaviors -Heredity and Environment in Violence-Hormones
-Serotonin Synapses and Aggressive Behavior- Fear and Anxiety -Fear, Anxiety, and the Amygdala -
Response of the Human Amygdala to Visual Stimuli - Individual Differences in Amygdala Response
and Anxiety - Damage to the Human Amygdala - Anxiety Disorders.
4.3: Reproductive Behaviors: Organizing Effects of Sex Hormones- Activating Effects of Sex
Hormones- Parental Behavior- Variations in Sexual Behavior- Evolutionary Interpretations of Mating
Behavior- Gender Identity and Gender-Differentiated Behaviors- Sexual Orientation.
UNIT V: RESEARCH METHODS
5.1: Recording human psychophysiological activity : psychophysiological activity of brain measures –
psychophysiological measures of somatic nervous system activity - psychophysiological measures of
autonomic nervous system activity
5.2: Recording brain activity: X – ray based activity- radioactivity based activity – magnetic field based
activity - Invasive physiological research methods: stereotaxic surgery – lesion method – electrical
stimulation.
5.3: Pharmacological research methods: Routes of drug administration- selective chemical lesion –
measuring chemical activity of brain.
REFERENCE BOOKS
Biopsychology, 10th edition, ISBN 978-0-134-20369-0, by John P. J. Pinel and Steven J. Barnes, published by
Pearson Education © 2018.
Kalat, J.W. (2011). Biopsychology. Delhi, India: CengageLearning India Private Limited.
RECOMMENDED BOOKS
Rosenweig, Breedlov, Leiman (2002) : Biological psychology, 3rd edition, Sinaven Associate, Inc
Carlson, N.R. (2007). Foundations of physiological psychology. New Delhi, India: Pearson India
Education Services Pvt Ltd.
WEB REFERENCES:
1. Behavioural and Brain Functions: ([Link]
2. Biological Psychology: ([Link]
3. [Link] methods-in- [Link]
4. [Link] biology/neuron-nervous-system/a/overview-
of- neuron- structure-and-function
5. [Link] biology/neuron-nervous-system/a/the-synapse
 COURSE OUTCOMES (CO)
The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 ● Acquire knowledge on the history, methods and special K1
areas in the fieldof Psychology
CO 2 Explain sensory systems through which information K2
processing happens
CO 3 Relate the process of attention to perception and infer how K3
we make senseof the world around us
CO 4 Critically examine the process of learning K4
CO 5 Gain insight into complex emotional experiences of human K5
being andanalyse the experience of self in day to day life.
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER IV
Course Title CORE COURSE 8 – Psychology of Middle Age and Old Age
Total Hours 90
Hours/Week 6/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To develop an insight and comprehensive overview on the changes, development, consequences
of changes and adjustments those take place during the period of middle age and old age.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To offer the students a comprehensive overview and understanding of Middle age and
the consequent changes in Old age.
CO2 To comprehend the changes in behavior pertaining gender, sexual and relationships.
CO3 The characteristics, development and changes of Middle and Old age.
CO4 To have an insight into the Vocational and Family adjustments in Middle and Old age.
CO5 Different perspectives of Cognitive and Personality development in Middle and Old
age.

UNIT 1: ADOLESCENCE 18 Hrs

1.1 Middle Age – Characteristics of Middle Age; Developmental tasks
1.2 Adjustment to Physical and Mental changes.
1.3 Adjustment to changed interests and Social adjustments.
1.4 Personal and Social Hazards of Middle age.

UNIT- II: VOCATIONAL AND FAMILY ADJUSTMENTS IN MIDDLE AGE 18 Hrs

2.1 Vocational Adjustment: Sex differences, Factors influencing vocational adjustment.
2.2 Adjustment to - changed family pattern, singlehood and loss of a spouse.
2.3 Adjustment to approaching retirement and approaching old age.
2.4 Vocational and Marital Hazards of Middle age
UNIT- III: OLD AGE 18 Hrs
3.1 Old Age: Characteristics of old age; Developmental tasks
3.2 Adjustment to Physical changes: Appearance, Internal changes and Physiological functions.
3.3 Changes in Motor ability, Mental ability and Interests in old age.
3.4 Hazards to Personal and Social Adjustments – Physical and Psychological.

UNIT- IV: VOCATIONAL AND FAMILY ADJUSTMENTS IN OLD AGE 18 Hrs

4.1 Vocational adjustments and Adjustment to Retirement.
4.2 Adjustments to changes in family-life, loss of a spouse and singlehood in old age.
4.3 Living arrangements for elderly and Geographic mobility in old age
4.4 Vocational and Family-life Hazards of old age.
UNIT V - COGNITION AND PERSONALITY 18 Hrs
5.1 Cognitive Development: Adolescence - Piaget’s Formal operational stage, Elkind’s Immature
characteristics of Adolescent thought.
5.2 Cognitive Development: Early adulthood - Shift to post formal thought, Schaie’s Life-span model
of Cognitive development.
5.3 Personality: Adolescence - Freud’s genital stage, Erikson’s Identity Vs Confusion, Marcia’s
Identity status Crisis and Commitment, Gender differences in identity formation during adolescence
5.4 Personality: Early adulthood - Four views of personality development: Normative stage models,
Timing of events model, Trait models, Typological Models.
COURSE OUTCOMES (CO)
The learners:
CO No. Course Outcome Cognitive Level
CO 1 To describe and discuss the various physical changes and K6
emotionality during Middle and Old age.
CO 2 To analyse and understand the changes in morality, sex interest K5
and family relationships in Middle and Old age.
CO 3 To discuss and evaluate the personal and social hazards of Middle K4
and Old age.
CO 4 To identify and critically analyse the vocational and marital K3
adjustments made by Middle and Old age.
CO 5 To understand the cognitive and personality development. K2

TEXT BOOKS
1) Hurlock E.B. (2010) Developmental Psychology: A Life Span Approach, Tata McGraw, Hill
Education Pvt Ltd.
2) Papalia D. E, Olds S. W.& Feldman R.D. (2004) Human Development (9thEd.) Chennai:
McGraw-Hill Education (India) Private Limited.
3) Santrock J.W. (2011) Life-Span Development (13th Ed.) New Delhi: Tata McGraw Education
Private Limited.
SUGGESTED READINGS
1) Shaffer D.R. &Kipp K. (2007) Developmental Psychology – Childhood and Adolescence
(7thEd.) Haryana: Thomson Wadsworth.
2) Sigelman C.K. & Shaffer D.R. (1995) Life span Development (2nd Ed.) California: Brooks/Cole
Publishing Company.
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER III
ALLIED-3 INTRODUCTION TO RESEARCH METHODS
Course Title
Total Hours 60
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To develop an understanding of the research designs, data collection methods and writing a
research proposal.

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 Understand the basic concepts of research & data collection.
CO2 Get introduced to the types of reliability, validity and test to establish it.
CO3 Comprehend knowledge about hypothesis and sampling techniques.
CO4 Get acquainted to different types of research design.
CO5 Facilitate students to see the applicability of research and utilize the functionality of
computers in research

UNIT-I : INTRODUCTION 12 Hrs

1.1 Understanding behaviour - empirical and non empirical method - assumptions of scientific work -
overview of research process/framework.
1.2 Ethics in research - APA ethics code, plagiarism, ethics and animal experimentations.
1.3 Data collection - observational method, interview method - structured, semi structured and focus
group interviews, questionnaire method, case study method - its merits and limitations.
Extra Reading/Key words: Cross cultural research, Qualitative research
UNIT-II VARIABLES, RELIABILITY AND VALIDITY 12 Hrs
2.1 Types of variables- dependent and independent variables, confounded variables, quantitative and
categorical variables, continuous and discrete variables.
2.2 Reliability and Validity of measurements - types of validity test- criterion related validity, face
validity, content validity, convergent validity, concurrent validity, discriminate validity, predictive
validity.
2.3 Types of reliability tests - inter ratter reliability, test retest reliability, split half reliability, internal
consistency reliability.
Extra Reading/Key words: Research study on tool construction
UNIT-III HYPOTHESIS AND SAMPLING 12 Hrs
3.1 Hypothesis - Definition, types - Hypothesis testing - Type 1 and Type II errors, significance level (p
value).
3.2 one tailed and two tailed tests- Effect size Sampling - meaning, probability and non probability .
3.3 Sampling techniques - its merits and limitations, sample size estimation - using a table of random
numbers.
Extra Reading/Key words: Research study on tool construction- Normality curve
UNIT-IV RESEARCH DESIGNS 12 Hrs
Experimental designs - independent groups designs, completely randomized groups design, randomized
factorial groups design, within participants group design, matched group design.
Non Experimental designs - quasi experimental design, time series design, case studies, co relational
research design, cross sectional research, longitudinal research, non equivalent group designs. Mixed
research designs - single participant w design, base -line design.
Quantitative research design and analysis - Grounded theory, discourse analysis, content analysis, dairy
method, narrative methods, focus group discussions, in-depth interviews, participatory observations,
action research.
Extra Reading/Key words: Focused group discussion
UNIT –V REPORT WRITING AND COMPUTES IN RESEARCH 12 Hrs
5.1 Reporting and replication, experimental reports, reporting non experimental studies and qualitative
studies,
5.2 Oral and poster presentation, APA primer - presenting research and preparation of research proposal.
5.3 Computers in research - software for quantitative and qualitative data analysis.
Extra Reading/Key words: Preparing a research proposal

COURSE OUTCOMES (CO)

The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 Understand the ethics and various data collection methods to conduct K1
research.
CO 2 Demonstrate the ability to identify independent, dependent and mediating K2
variables and to establish reliability and validity.
CO 3 Formulate hypothesis and research objectives and distinguish various K3
sampling techniques
CO 4 Formulate hypothesis and research objectives and distinguish various K4
sampling techniques
CO 5 Ability to write research report as per APA protocol K5

TEXT BOOKS
Jones, S and Forshaw, M. (2014). Research Methods in Psychology. New Delhi: Pearson.
C.R. Kothari (2004) Research Methodology: Methods & Techniques. New Delhi: New
Age International Pvt Ltd
Zechmeister S Anne, Zechmeister B Eugene & Shaughnessy J John (2001) Essentials of
Research Methods in Psychology. Singapore: McGraw-Hill International Edition.
Evans, A N and Rooney, B. J. (2008). Methods in Psychological Research. New Delhi: Sage
Publications India Pvt Ltd.
 Mc Burney, D. H. and White, T L (2007). Research Methods. USA: Thomson Wadsworth

SUGGESTED READINGS
Breakwell, G. M., Smith, J, A, Wright D B. (2012). Research Methods . USA: Sage Publication.
Gaur A s and Gaur SS ( 2009). Statistical methods for practice and research. A guide to data
analysis using SPSS. 2nd edition. New Delhi: Response - Sage publication.
Flick, U. (2004). An Introduction to Qualitative research. Edition 4. New Delhi: Sage South Asia
Edition.
Sharlene Nagy Hesse-Biber Patricia Leavy . (2006). The Practice of qualitative Research. New
York: Sage Publications, Inc.
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER III
Course Title Skill Enhancement Course 5 – Relaxation technique
Total Hours 90
Hours/Week 4/ week
Code
Course Type Theory
Credits 3
Marks 100

CONSPECTUS

COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To introduce students to various relaxation techniques such as progressive muscle
relaxation, deep breathing, guided imagery, meditation, and autogenic training.
CO2 To explore the physiological and psychological mechanisms underlying relaxation
responses and their application in stress management and performance enhancement.
CO3 To develop students' skills in assessing individual needs and selecting appropriate
relaxation techniques for diverse populations and contexts.
CO4 To provide practical training in implementing relaxation techniques through
experiential learning activities, simulations, and case studies.
CO5 To encourage critical thinking and research skills by evaluating the efficacy,
limitations, and ethical considerations associated with different relaxation
interventions.

UNIT 1: INTRODUCTION TO RELAXATION TECHNIQUES 18 Hrs

1.1 Historical overview and theoretical foundations
1.2 Physiological and psychological mechanisms of relaxation
1.3 Benefits and applications in sports, exercise, and daily life
UNIT- II: PROGRESSIVE MUSCLE RELAXATION (PMR) 18 Hrs
2.1 Principles and techniques of PMR
2.2 Progressive muscle relaxation scripts and variations
2.3 Integrating PMR into stress management programs and performance enhancement strategies
UNIT- III: DEEP BREATHING EXERCISES 18 Hrs
3.1 Breathing anatomy and mechanics
3.2 Diaphragmatic breathing and paced breathing techniques
3.3 Combining deep breathing with mindfulness and relaxation
UNIT- IV: MINDFULNESS AND MEDITATION 18 Hrs
4.1 Understanding mindfulness and meditation practices
4.2 Mindfulness-based stress reduction (MBSR) techniques
4.3 Mindfulness and meditation applications in sports psychology and exercise settings
UNIT - V: GUIDED IMAGERY AND VISUALIZATION 18 Hrs
5.1 Theory and principles of guided imagery
5.2 Creating effective guided imagery scripts
5.3 Using guided imagery for performance enhancement and mental rehearsal
COURSE OUTCOMES (CO)
The learners:
CO No. Course Outcome Cognitive Level
CO 1 Demonstrate a comprehensive understanding of various K1
relaxation techniques and their theoretical underpinnings.
CO 2 Apply relaxation interventions effectively to manage stress, K2
enhance performance, and promote well-being in diverse
populations.
CO 3 Develop practical skills in implementing relaxation techniques K3
through experiential learning and case-based scenarios.
CO 4 Critically evaluate the efficacy and ethical considerations of K4
relaxation interventions, informed by current research and
literature.
CO5 Communicate effectively and ethically about relaxation K5
techniques, demonstrating their ability to educate, support, and
empower individuals in adopting healthy coping strategies.

TEXT BOOKS
1. Relaxation Techniques: A Practical Handbook for the Health Care Professional, Rosemary A.
Payne and Marie Donaghy. (Reference for comprehensive understanding of relaxation techniques
and their applications in healthcare settings)
2. Progressive Relaxation: A Physiological and Clinical Investigation of Muscular States and Their
Significance in Psychology and Medical Practice, Edmund Jacobson. (Classic text providing in-
depth understanding of progressive muscle relaxation)

Reference books
1. The Relaxation and Stress Reduction Workbook, Martha Davis, Elizabeth Robbins Eshelman, and
Matthew McKay. (Comprehensive guide covering various relaxation techniques with practical
exercises and tools for stress management)
2. Mindfulness in Plain English, Bhante Henepola Gunaratana. (Introduction to mindfulness
meditation practices, suitable for beginners and advanced practitioners)
 HOLY CROSS COLLEGE (AUTONOMOUS)
Affiliated to Bharathidasan University
Nationally Accredited (4th Cycle) with A++Grade (CGPA 3.75/4) by NAAC
College with potential for Excellence Tiruchirappalli – 620002
DEPARTMENT OF PSYCHOLOGY
Programme: [Link]. Psychology
Semester-IV
Part Course Code Hrs/Week Credits Total
I General 5 3 100
Tamil/Hindi/French
II General English 5 3 100
III Core Course 9 5 5 100
Cognitive
Psychology
Core Course 10 5 4 100
Psychopathology I

Allied Course 4 2 2
Rehabilitation
Psychology
Allied Course 5 3 4 100
IV SEC 6 Personality 2 2 100
development
EVS 2 2 100
Value Education 1 -
Total 30 25 700
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER IV

Course title CORE COURSE 9- COGNITIVE PSYCHOLOGY

Total hours 90
Hours/week 5 Hrs. /Week
Code
Crouse type Theory
Credits 5
Mark 100

CONSPECTUS
To enable the students to summarize the key concepts of the Cognitive Psychology.

Course objectives
The learner will be able to

CO Course Objectives
No.
CO1 To define and outline the evolution and scope of cognitive psychology
CO2 To outline various theories of pattern recognition and explain language development,
comprehension and understand disorders of language
CO3 To outline the various theories of attention and perceptual disorders.
CO4 To compare the differences between short term, long term and working memory.
CO5 To illustrate the different types of problem solving strategies, and the application of different
types of reasoning.

UNIT- I INTRODUCTION 18 Hrs.

1.1 Definition, Information Processing Approach
1.2 Growth of Cognitive Psychology
1.3 Cognition's relation to other fields, Research methods in Cognitive Psychology.
Extra reading/keywords: Information processing, Cognition
UNIT – II PATTERN RECOGNITION, LANGUAGE 18Hrs
2.1 Pattern recognition, Template Theories, Feature Theories
2.2 Structural Theories, Information Processing stages, Partial Report Technique
2.3 Spelling's model, word recognition, word superiority effect, neural network model.
 2.4 Language, language systems, speech sounds, words and morphemes, sentence level, sentence
comprehension, language production, disorders of language - aphasia, dyslexia.

Extra reading/keywords: Information processing, Spelling’s model, Language system

UNIT- III ATTENTION, DISORDERS OF PERCEPTION AND ATTENTION 18Hrs
3.1 Attention, Definition, Factors influencing attention
3.2 Theories of attention, Bottleneck theories, Broadbent's filter model, Treisman's attenuation model
3.3 Deutsch-Norman Memory selection model, Automatic Processing and Applications, Cognitive
Neuroscience of Attention, Posner's theory of the neural bases of attention.
3.4 Overview of Disorders of perception and attention, Synesthesia, blindsight, unilateral spiral neglect,
visual agnosia, prosopagnosia.
Extra reading/keywords: Attention, Automatic processing, Cognitive Neuroscience
UNIT – 4 MEMORY 18Hrs
4.1 Forgetting, Decay theory, Interference theory, cue dependent forgetting, inhibition, retrieval induced
forgetting, directed forgetting, imagination and false memory
4.2 Individual differences in chunking, Acoustic codes and rehearsal, Acoustic codes in reading,
Recognition of items in short term memory, types of amnesia. Working memory, Baddeley's revised
working memory model.
4.3 Long term memory, Atkinson-Shiffrin model, Verbal rehearsal and learning, Rehearsal and serial
position effect
4.4 Meta cognition, Mnemonic Techniques, method of loci, the peg word technique, key word
technique, organizational technique, tip of the tongue phenomenon, Improving eyewitness recall and
identification, episodic and semantic memory, autobiographical memory, Flashbulb memory, the cue-
word method.

Extra reading/key words: Forgetting, Memory, Meta cognition

UNIT-V REASONING, PROBLEM SOLVING 18Hrs
5.1 Reasoning, Logical reasoning, Analogical reasoning, Scientific reasoning, Deductive reasoning
5.2 Inductive reasoning, Propositional reasoning, Syllogistic reasoning, Conditional reasoning, Venn
diagrams, Creative thinking.
5.3 Problem solving, Types of problems, problem solving strategies, mean end analysis, reasoning by
analogy, transformational problems, incubation, problem solving experts, block to problem solving,
types of heuristics.

Extra reading/key words: Reasoning, Problem solving, Creative thinking

Course outcomes (CO):
The learners will be able to

CO No. Course outcomes Cognitive

level
CO- 1 Recognize the applications of cognitive processes in various areas of human K1
Development.
CO- 2 Distinguish the different discords of language and comprehend the stages of K2
human language development and also identify different perspectives of
pattern recognition.
CO- 3 Explain the process of attention and identify various perceptual disorders. K2
CO- 4 Recognize and examine the process of remembering and forgetting. K4
CO -5 Examine the different types of reasoning and demonstrate various problem- K5
solving strategies.

TEXT BOOKS
1. Groom , D. (2014) . An Introduction to Cognitive Psychology - Processes and Disorders. USA:
Psychology Press.
2. Reed, S. K. (2010). Cognition - Theories and Applications . UK: Wadsworth Cengage Learning.
3. .Hunt, R, R, Ellis, H, C. (2004). Fundamentals of Cognitive Psychology. Nes Delhi: Tata Mc
Graw- Hill edition.
4. Kellogg, R.T. (2007). Fundamentals of Cognitive Psychology. New Delhi: Sage Publication.
5. Riegler, B.R. and Riegler, G L (2008) . Cognitive Psychology. applying the science of the mind.
New Delhi: Pearson India Education Services Private Limited.
6. Galotti, K. M. (2004). Cognitive Psychology: In and out of the Laboratory. New Delhi:
Wadsworth.
SUGGESTED READINGS

1. Ronald [Link] of Cognitive Psychology

2. Bridge, Robinson,Riegler,[Link] the Science of the Mind
3. Galotti K M. 2014. Cognitive psychology: In and out of the laboratory. 5th ed. New Delhi,India. Sage.
4. Matlin M W, Farmer T A. 2016. Cognition. 9th ed. New-Jersey, USA. Wiley.
5. Smith E E, Kosslyn S M. 2007. Cognitive psychology: mind and brain. New Delhi,[Link]-Hall.
6. Solso R L, Maclin O H, Maclin, M K. 2014. Cognitive psychology. 8th ed. Noida,[Link].
7. Sternberg R J, Sternberg K. 2012. Cognitive psychology. 6th ed. California, [Link].
8. Weisberg R W, Reeves L M . Cognition: from memory to creativity. 2013. New-Jersey,[Link].
Feldman R.S. & Babu N. (2019) Child Development (8 Ed.) Noida: Pearson.
th
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER IV
Course Title CORE COURSE 10 – Psychopathology I
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To gain an overview of abnormal psychology, including paradigms in psychopathology,
understanding of intellectual disability, insight into somatoform and dissociative disorders, and
knowledge of addiction disorders.
COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To have an overview of Abnormal psychology.
CO2 To comprehend the paradigms in psychopathology.
CO3 To gain understanding of Intellectual disability.
CO4 To develop insight into Somatoform and Dissociative disorders
CO5 To learn of Addiction disorders.

UNIT 1: INTRODUCTION TO ABNORMAL PSYCHOLOGY 18 Hrs

1.1 Mental health, psychological abnormality, deviance, dysfunction
1.2 Historical views of abnormal behavior, differences between psychosis and neurosis
1.3 Clinical assessment and methods - mental status examination, clinical interviews, questionnaires,
projective tests in clinical practice.
UNIT- II: PARADIGMS IN PSYCHOPATHOLOGY 18 Hrs
2.1 Psychoanalytic paradigm, Physiological paradigm, Cognitive paradigm, Humanistic paradigm,
2.2 Classification and diagnosis: DSM 5 and ICD 10 classification
2.3 Issues in classification of abnormal behaviour.
UNIT- III: INTELLECTUAL DISABILITY 18 Hrs
3.1 Intellectual Disability - Definition, classification, prevalence
3.2 Interpersonal deficits and behavior problems,
3.3 Common intellectual disability syndromes - hypothyroidism, Fragile X syndrome, Down’s,
William’s, PKU.
UNIT- IV: SOMATOFORM AND DISSOCIATIVE DISORDERS 18 Hrs
4.1 Somatoform disorders- Hypochondriasis, Pain disorder, Conversion disorder and Body
dysmorphic disorder
4.2 Dissociative disorders- Depersonalization disorder, Dissociation amnesia and fugue, Dissociative
identity disorder.
4.3 Biological, Psychosocial and socio cultural causal factors of somatoform and dissociative
disorders, Treatment and outcomes.
UNIT – V: ADDICTION DISORDERS 18 Hrs
5.1 Alcohol abuse and dependence
5.2 Drug abuse and drug dependence
5.3 Treatment and outcome.

COURSE OUTCOMES (CO)

The learners:
CO No. Course Outcome Cognitive Level
CO 1 To distinguish between normal & abnormal behavior and outline K1
the historic view of abnormal psychology.
CO 2 To understand the classification and diagnosis of abnormal K2
behaviour.
CO 3 To outline the common intellectual disability syndromes. K3
CO 4 To elucidate various somatoform and Dissociative disorders K4
CO5 To analyze the causes and treatment of addiction. K5

TEXT BOOKS
1. Butcher, J.N., Hooley, J. M., Mineka, S., Dwivedi, C.B. (2017). Abnormal psychology. New
Delhi, India: Pearson India Education Services Private Limited.
2. Barlow, D. (2017). Abnormal psychology and casebook in abnormal psychology. Belmont, CA:
Wadsworth
3. Comer, R. (2018). Fundamentals of abnormal psychology. New York, NY: Worth Publishers.
4. Davison, G.C., Neale, J.M &Kring, A. M. (2004). Abnormal psychology. Marblehead, MA: John
Wiley& Sons Inc.
5. Alloy, L. B., Riskind, J. H., & Manos, M.J. (2005). Abnormal psychology. New Delhi, India:
Tata McGraw Hill pubg Co
6. Cutting, J. (1997). Principles of psychopathology. New York, NY: Oxford University Press

Reference books
1. David H. Barlow & Durand V. Mark (2000). Abnormal psychology. 2nd edition . New York:
Brooks\Cole Publishing Co.,
2. Robert C. Carson, James N. Butcher, Susan Mineka,Jill M. Hooley (2007). Abnormal
psychology.
13th edition. Pearson Education.
3. James C. Coleman (1976). Abnormal psychology and modern life. 5th edition . Scott, Foresman
and Company.
4. Irwin G. Sarason, Barbara Sarason (2005) . Abnormal psychology. New Delhi: Prentice Hall
Publication.
5. Carson, R.C & Butcher, J.N. Abnormal Psychology & Modern life. (10th ed.) . NY Harper-
Collins
7. Bootzin, R.R, Acocella,J.R& Alloy, L.B .Abnormal Psychology-current perspectives (6th ed.).
McGraw Hill Inc. USA
[Link], J.M, Davidson. G.C, & David, A.F. Exploring Abnormal psychology. (6th ed.). John
Wiley & Sons

HOLY CROSS COLLEGE (AUTONOMOUS)

Affiliated to Bharathidasan University
Nationally Accredited (4th Cycle) with A++Grade (CGPA 3.75/4) by NAAC
College with potential for Excellence Tiruchirappalli – 620002
DEPARTMENT OF PSYCHOLOGY
Programme: [Link]. Psychology
Semester-V
Part Course Code Hrs/Week Credits Total
III Core Course 11 4 4 100
Educational
psychology
Core Course 12 4 3 100
Psychopathology II
Core Course 13 4 3 100
Assessments in
Psychology
Core Course 14 4 3 100
Organizational
Psychology
Core Course 15 4 3 100
Counselling
Psychology
Elective I Statistics 4 3 100
for behavioral
sciences
Elective II 3 3 100
(Discipline
Specific)
IV Value Education 1 100
Summer Internship 2 2 100
-30 Hrs (Summer
Internship at the
end of IVth
Semester)
Massive Open 2 Extra
Online Course Credits
(MOOC)
Total 30 24+2 900
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER V

Course Title CORE COURSE 11: EDUCATIONAL PSYCHOLOGY

Total Hours 60
Hours/Week 4
Code
Course Type Theory
Credit 4
Marks 100

CONSPECTUS
Understand the problems, process of education and to study the behaviour of the learner in
relation to the educational needs

Course Objectives:

The learner will be able to

CO No. Course Objectives
CO-1 Apply the importance, nature and scope of psychology in education.

CO-2 Evaluate the language, psychosocial and moral development

CO-3 Evaluate the differences in intelligence and cognitive styles.

CO-4 Demonstrate the applications of learning theories in teaching methods

CO-5 Organize the effective classroom management and learning techniques

UNIT-I: INTRODUCTIONTO EDUCATIONAL PSYCHOLOGY 12 Hrs

1.1: Nature, definition - History and scope of educational psychology
1.2: Methods of educational psychology
1.3: The role of Educational Psychology
Extra Reading (key words): Role of educational psychologist.

UNIT-II THEORETICAL PERSPECTIVES IN LEARNING AND TEACHING 12Hrs

2.1 Piaget’s cognitive and language development- Vygotsky’s socio-cultural approach

 2.2 Erik Erickson’s psychosocial theory and Kohlberg’s theory of moral development
2.3 Implications of Piaget’s and Vygotsky’s theories for teachers
2.4 The development of language- diversity and convergences in cognitive development
Extra Reading (Key words): Case observation on moral development

UNIT- III MOTIVATION IN LEARNING AND TEACHING

3.1 Motivation- concepts-needs- goal orientation- beliefs and self perception-interests-
curiosity.
3.2 Emotions and anxiety
3.3 Motivation to learn in school: On target diversity and convergences in motivation to learn
Extra Reading (Key Words): Strategies for enhancing motivation.

UNIT –IV: COGNITION AND LEARNING 12Hrs

4.1 Elements of the cognitive perspective- cognitive views of memory-long term memory
4.2 Becoming knowledgeable- Some basic principles-diversity and convergences in cognitive
learning- critical thinking- meta cognition-learning strategies.
4.3 Problem solving- Creativity and creative problem solving, teaching for transfer of learning.
4.4 Educating children with disabilities and children who are gifted
Extra Reading (Key Words): Characteristics of creative thinkers

UNIT-V:METHODS OF EFFECTIVE TEACHING–LEARNING AND EVALUATION

12Hrs
5.1 Classroom management-creating effective learning environment
5.2 Methods and technical issues in the assessment of students.
5.3 Effective teaching strategies- technology based teaching strategies- evaluation- formative and
summative-tests, examinations-assignments-project work.
Extra Reading (Key Words): Co-operation in the class room
Course Outcomes:
The learner will be able to

[Link] Course Outcomes Cognitive Level

CO-1 Remember the importance and scope of psychology K1
in education
CO-2 Compare the various theories of cognitive language K2
development
CO-3 Relate the role of motivation in teaching and learning K3
CO-4 Analyze the cognitive views of learning K4
CO-5 Combine the various teaching, learning and K5
evaluation strategies

TEXT BOOKS
Mangal.S.K. (2004) Advanced educational psychology, 2nd edition. PHILearning Private
Ltd, New Delhi.
Woolfolk.A., Mishra.G., Jha.A.K. (2012) Fundamentals of educational psychology, 11th edition.
Pearson education, New Delhi.

SUGGESTED READINGS
[Link] (2017) Educational Psychology 6th edition. Mc Graw Hill Education, USA
Woolfolk, Anita (2020) Educational Psychology 14th edition. Pearson Education Ltd, New Delhi
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER V
Course Title CORE COURSE 12 – Psychopathology II
Total Hours 90
Hours/Week 4/ week
Code
Course Type Theory
Credits 3
Marks 100

CONSPECTUS
To gain comprehensive knowledge of schizophrenia, mood disorders, anxiety disorders,
personality disorders, ADHD, learning disorders, and autism spectrum disorders including their clinical
presentations, etiological factors, and therapeutic interventions.
COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 Understand the clinical picture, causal factors and treatment for Schizophrenia.
CO2 Know the Causes and Treatment of the Mood Disorders.
CO3 Classify the causes and treatment of Anxiety Disorders.
CO4 Classify personality disorder and its attributes.
CO5 Understand Attention Deficit Hyperactive Disorder, Learning Disorders. And Autism
spectrum disorders.

UNIT 1: SCHIZOPHRENIA 18 Hrs

1.1 Schizophrenia, clinical picture, positive and negative symptoms - hallucinations, delusions,
disorganised behaviour, disorganised speech, catatonia
1.2 Subtypes of schizophrenia, other psychotic disorders- Schizoaffective disorder, Schizophreni
form disorder,
1.3 Delusional disorder, Brief psychotic disorder, Shared psychotic disorder.
UNIT- II: MOOD DISORDERS 18 Hrs
2.1 Mania, Depression, Major Depressive disorder,
2.2 Dysthymia, Cyclothymia,
2.3 Bipolar I and Bipolar II disorders, causes and treatment.
UNIT- III: ANXIETY DISORDERS 18 Hrs
3.1 Anxiety, phobia, Generalized anxiety disorder- clinical picture, causes and treatment
3.2 Specific phobia, social phobia, panic disorder, agoraphobia, obsessive compulsive disorder-
clinical picture, causes and treatment.
3.3 Post traumatic stress disorder - symptoms, causes and treatment.
UNIT- IV: PERSONALITY DISORDERS 18 Hrs
4.1 Personality, personality disorder
4.2 Cluster A, Cluster B and Cluster C disorders
4.3 Causes and treatment.
UNIT V - CHILDHOOD DISORDERS 18 Hrs
5.1 Attention Deficit Hyperactive Disorder - clinical picture, Causes, management, treatment,
contemporary interventions.
5.2 Learning Disorders -Dyslexia, Dysgraphia, Dyscalculia - clinical picture, management,
contemporary interventions.
5.3 Autism Spectrum Disorders - clinical picture, Causes, management, treatment, contemporary
interventions.
COURSE OUTCOMES (CO)
The learners:
CO No. Course Outcome Cognitive
Level
CO 1 To be able to understand schizophrenic behaviour. K1
CO 2 To explain the causes of unipolar and bipolar disorder and treatment. K2
CO 3 To detail the symptoms, causes and treatment of anxiety disorders. K3
CO 4 To summarize types, causes and treatment of Personality disorder K4
CO5 To understand the contemporary interventions used to treat Attention K5
Deficit Hyperactive Disorder, Learning Disorders. And Autism
spectrum disorders

TEXT BOOKS
1. Butcher J.N., Hooley J.M., Mineka S. & Dwivedi C.B. (2017) Abnormal Psychology. (16 th
Ed.) India: Pearson Education, Inc.
2. Carson R.C., Butcher J.V. & Mineka S. (2000) Abnormal Psychology and Modern Life (13
th Ed.) Allyon& Bacon Publishers.
3. Barlow, D. (2017). Abnormal psychology and casebook in abnormal psychology. Belmont, CA:
Wadsworth.
4. Comer, R. (2018). Fundamentals of abnormal psychology. New York, NY: Worth Publishers.
5. Davison, G.C., Neale, J.M., &Kring, A. M. (2004). Abnormal psychology. Malden, MA: John
Wiley& Sons Inc.
6. Alloy, L.B., Riskind, J.H., & Manos, M.J. (2005). Abnormal psychology. New Delhi, India: Tata
McGraw Hill publishing Co.
7. Cutting, J. (1997) Principles of Psychopathology. New York, NY: Oxford University Press.

Reference books
1. David H. Barlow & Durand V. Mark (2000). Abnormal psychology. 2nd edition . New York:
Brooks\Cole Publishing Co.,
2. Robert C. Carson, James N. Butcher, Susan Mineka,Jill M. Hooley (2007). Abnormal psychology.
13th edition. Pearson Education.
3. James C. Coleman (1976). Abnormal psychology and modern life. 5th edition . Scott, Foresman
and Company.
4. Irwin G. Sarason, Barbara Sarason (2005) . Abnormal psychology. New Delhi: Prentice Hall
Publication.
5. Carson, R.C & Butcher, J.N. Abnormal Psychology & Modern life. (10th ed.) . NY Harper-
Collins
6. Bootzin, R.R, Acocella,J.R& Alloy, L.B .Abnormal Psychology-current perspectives (6th ed.).
McGraw Hill Inc. USA
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER V

Course title CORE COURSE 15- COUNSELLING

PSYCHOLOGY
Total hours 90
Hours/week 4 Hrs. /Week
Code
Crouse type Theory
Credits 3
Mark 100

CONSPECTUS
To enable the students to summarize the key concepts of the counselling psychology.
Course objectives
The learner will be able to
CO Course Objectives
No.
CO1 To have a perceptual overview of the counselling.
CO2 To comprehend the counselling process.
CO3 To understand the role of psychological testing and diagnosis in
counselling.
CO4 To gain insight into the counsellors attributes, skills and ethics
CO5 To learn of the varied fields of application in counselling.

UNIT- I NATURE AND SCOPE OF COUNSELLING 18 Hrs.

1.1 Counselling, Meaning, Nature, Need and Functions of Counselling

1.2 Emergence of Counselling in India, Goals and Scope of Counselling,
1.3 Types of Counselling Services.
Extra reading/keywords: Counselling, Types of counselling
UNIT -II APPROACHES TO COUNSELLING AND THE COUNSELLING PROCESS

18 Hrs
2.1 Directive and non-directive approaches, Humanistic approach
2.2 Behavioristic approach, Existential Approach, Eclectic Approach
2.3 Counselling Process, Preparation for counselling, Steps in the counselling process.
Extra reading/keywords: Counselling approaches, Counselling Process, Steps in counselling
UNIT- III PSYCHOLOGICAL TESTING AND DIAGNOSIS 18Hrs
3.1 Use of psychological tests in counselling, Types of psychological tests
3.2 Nature of a good psychological test, Test interpretation in counselling
3.3 Limitations of psychological tests, Diagnosis and its limitations.
 Extra reading/keywords: Psychological tests, Interpretation in counselling, Diagnosis
UNIT-IV COUNSELLOR QUALITIES, SKILLS AND ETHICAL RESPONSIBILITIES
18Hrs
4.1 Qualities of an effective counsellor, Counsellor skills
4.2 Building Trust, Listening, Attending, Observing, Building Rapport
4.3 Demonstrating Empathy, Ethics in counselling.
Extra reading/key words: Qualities of counsellor, Counselling skills, Ethics in counselling
UNIT-V AN OVERVIEW OF SPECIALITIES IN COUNSELLING 18Hrs
5.1 Family group consultation, Counselling Families Concerning Children, Counselling with
Parents
5.2 Counselling the Delinquent, Marriage Counselling, Premarital Counselling, Counselling the
differently abled
5.3 Career Counselling, Adolescent Counselling, Counselling people affected by pandemic and
epidemic
5.4 Role of Counsellor in fostering Good Mental Health.
Extra reading/key words: Group counselling, Career counselling, Marriage counselling
Course outcomes (CO):
The learners will be able to
CO Course outcomes Cognitive
No. level
CO- 1 Identify the need and importance of counselling in the current K3
context.
CO- 2 Explain the various approaches in counselling and the types, K2
uses & diagnosis in counselling process.
CO- 3 Summarize the interpretation of psychological tests in K2
counselling.
CO- 4 Articulate the qualities of an effective counsellor. K2
CO -5 Identify the various specialties in counselling. K3

TEXT BOOKS
1. Rao, N. (2013). Counselling and Guidance. Chennai, India: Tata McGraw Hill.
2. Gladding, S.T. (2017). Counselling: A comprehensive profession. Chennai, India: Pearson.
3. Gibson, R. L., & Mitchell, M. H. (2007). Introduction to counselling and guidance. Upper Saddle
River, NJ: Prentice Hall.
4. Nayak, A. K. (2007): Guidance and counseling. New Delhi, India: APH Publishing.
5. Barki, B. G., &Mukhopadhyay, B. (2008): Guidance and counselling manual. New Delhi, India:
Sterling.
6. Kochhar, S. K. (1984). Guidance and counselling in colleges and universities. New Delhi, India:
Sterling.

SUGGESTED READINGS

[Link], G. (2004). Theory andPractice of Counseling and Psychotherapy (7th Ed.).

Wadsworth Publishing.
2. Gibson L Robert & Mitchell H Marianne. (2003). Introduction to counseling and Guidance. 6th
edn. Delhi: Pearson Education
3. Nelson-Jones. (1995). The theory and practice of counseling. 2nd Edn. London: Holt, Rinehart
and Winston Ltd.
4. Burnard Philip. (1995). Counselling Skills Training – A sourcebook of Activities. New Delhi:
Viva Books Private Limited.
5. Samuel T. Gladding (2013) Counseling: A Comprehensive Profession Pearson education,
[Link] Nelson-jones (2012), Theory and practice of Counseling and Therapy, 5th edition, sage
publications
7. Sharma R N and Sharma R (2004), Guidance and Counseling in India , Pearson education, Inc
[Link] Barker, Andreas Vossler and Darren Langdridge (2010), Understanding counselling and
psychotherapy, sage publications.
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER V
Course Title ELECTIVE I – Statistics for behavioral sciences
Total Hours 90
Hours/Week 4/ week
Code
Course Type Theory
Credits 3
Marks 100

CONSPECTUS
To help the students gain knowledge and understand about fundamental statistics and enable them to
apply statistics in their project and research
COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To understand basic statistical concepts.
CO2 To learn of qualitative data and its application in research.
CO3 To gain insight into parametric analysis.
CO4 To comprehend Non parametric analysis and tests
CO5 To apply statistical methods using software.
UNIT 1: BASIC STATISTICAL CONCEPTS 18 Hrs
1.1 Definition of basic concepts - statistics, descriptive statistics, inferential statistics, population, sample,
parameter, random sampling; Applied Statistics - research question, independent variable, dependent variable,
confounding variable, statistical question, statistical conclusion, research conclusion, statistical procedures.
1.2 Variables and constants - Meaning of variable, constant, discrete variable, continuous variable. Scales of
Measurement - Scales of measurement and their characteristics - nominal scale, ordinal scale, interval scale,
ratio scale - Scales of measurement and problems of statistical treatment.
1.3 Measure of Central tendency - properties of mean, median and mode - effects of score transformations
characteristics of random sampling distribution - using table of random numbers,- Z scores.
UNIT- II: ORGANIZING QUALITATIVE DATA 18 Hrs
2.1 Frequency distribution - grouped scores- constructing a grouped frequency distribution - apparent vs real
limits - relative frequency distribution - cumulative frequency distribution.
2.2 Percentiles and Percentile ranks - percentile point, percentile rank, computing percentiles from grouped
data computation of percentile rank.
2.3 Graphical representation of frequency distribution - zero point on a graph, histogram, frequency polygon,
bar diagram, pie chart, cumulative percentage curve, shape of frequency distributions - J shaped distribution,
skewed distribution, kurtosis, rectangular distribution, bimodal distribution, bell shaped distribution.
UNIT- III: PARAMETRIC ANALYSIS - BASIC CONCEPTS AND ASSUMPTIONS 18 Hrs
3.1 Correlation, scatter diagram, product moment correlation coefficient- calculating r from raw scores- rank
order correlation coefficient- cautions concerning correlation coefficients.
3.2 Prediction - basics of regression , regression line - regression equation - criterion of best fit- error of
prediction - standard error of estimate- interpretation of correlation and regression; Chi - square test for
goodness of fit- interpretation of the outcome of a chi square test.
3.3 t distribution - characteristics of student's distribution of t, computing t from raw scores, levels of
significance vs p values; One way analysis of variance- within group and between group variations - variance
estimates and the F ratio- Post Hoc comparisons - alternative to F test - planned comparisons - ANOVA for
repeated measures - factorial analysis for two factor design for independent groups , f test.
UNIT- IV: NON PARAMETRIC ANALYSIS - ASSUMPTION - FREE TESTS 18 Hrs
4.1 Randomization tests- rank order test - Mann - Whitney U test - sign test - Wilcoxon's signed - ranks test
4.2 Kruskal - Wallis test - Friedman's rank test.
4.3 Qualitative data analysis - Basic concepts - percentage analysis, content analysis, narrative analysis,
thematic analysis.
UNIT V - STATISTICAL METHODS USING SOFTWARE 18 Hrs
5.1 SPSS data editor, SPSS viewer, importing and exporting data,
5.2 Alternatives to spss, data entry in spss, assigning a variable naming, sorting the data type
5.3 Defining variable table, defining value tables, slotting missing values, data cleaning , working with large
data set, software for qualitative data analysis.
COURSE OUTCOMES (CO)
The learners:
CO No. Course Outcome Cognitive Level
CO 1 To understand and define statistics as a specialization to be used for behavioural K1
research and explain the difference between descriptive and inferential statistics.
CO 2 To recognize measurements as being one of the four scales and to understand that not K2
all numbers can be treated alike and to understand measure of central tendency and to
calculate it.
CO 3 To organize scores into a frequency distribution in table form, construct a cumulative K3
frequency distribution and a relative cumulative frequency distribution and to
compute percentiles and percentile ranks.
CO 4 To analyze and interpret raw data using various parametric and non-parametric K4
methods
CO5 To compile data using various software analysis. K5

TEXT BOOKS
[Link], B.M. and Minium E W. (2011 ) . Statistical Reasoning in the Behavioural Sciences . 5th Edition.
New Delhi: Wiley student India edition.
[Link] A, Aron E N and Coups E J. (2007 ) . Statistics for Psychology. New Delhi: Pearson Education.
[Link] , G. (2011). Statistics for research. New Delhi: Sage South Asia edition.
[Link] A S and Gaur SS ( 2009). Statistical methods for practice and research. A guide to data analysis
using SPSS. 2nd edition. New Delhi: Response - Sage publication.
[Link] S Alexander & Mc Garty Craig. (2003). Research Methods & Statistics in [Link] Delhi:
Sage Publications India Pvt Limited.

Reference books
[Link],J.G,&William,L.B.(2007).Statistics for BehaviouralSciences.(7thEd.).Thomson Wadsworth.
2. Kothari,C.R.(2008).Research Methodology:Methodsand Techniques.(2ndEd.).New Age International.
Chadha, N.K. (2009) Applied Psychometry. Sage Pub: NewDelhi.
[Link], C. (2001) Research in Psychology: A Practical Guide to Research Methodology and Statistics (2nd
Ed.) Oxford: BlackwellPublishers
 HOLY CROSS COLLEGE (AUTONOMOUS)
Affiliated to Bharathidasan University
Nationally Accredited (4th Cycle) with A++Grade (CGPA 3.75/4) by NAAC
College with potential for Excellence Tiruchirappalli – 620002
DEPARTMENT OF PSYCHOLOGY
Programme: [Link]. Psychology
Semester-VI
Part Course Code Hrs/Week Credits Total
III Core Course 16 4 3 100
Psychodiagnostics
Core Course 17 4 3 100
Health Psychology
Core Course 18 4 3 100
Sports and exercise
psychology
Core Course 19 4 2 100
Environmental
Psychology
Core Course 20 4 2 100
Criminology
Project with viva 4 3 100
XVI
Elective III 3 2 100
IV SEC 7-Professional 2 2 100
competency skill
enhancement
course I
Cognitive therapies
Extension Activity 1
Value Education 1 2
Rescapes - 4 Extra
Credits
Total 30 23+4 800
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER VI
Course Title CORE COURSE 16 – Psychodiagnostics
Total Hours 90
Hours/Week 4/ week
Code
Course Type Theory
Credits 3
Marks 100

CONSPECTUS
To provide an in-depth exploration of psychodiagnostic procedures, intellectual disability
assessment, cognitive evaluation, and family conflict assessment, utilizing a variety of structured
interviews, inventories, tests, and assessment techniques.
COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To familiarize students with structured clinical interviews and self-rated measures for
diagnosing mental disorders according to the DSM-5 criteria.
CO2 To introduce students to personality inventories, depression, mania, anxiety, and anger
measures for comprehensive psychological assessment.
CO3 To provide an understanding of intellectual disability, including its definition,
classification, prevalence, associated syndromes, and assessment techniques.
CO4 To acquaint students with neuropsychological tests, projective techniques, and
diagnostic tools for special populations, including infants and individuals with
intellectual disabilities.
CO5 To develop skills in cognitive assessment, clinical report writing, mental state
assessment, and family conflict assessment.

UNIT 1: PSYCHO-DIAGNOSTIC PROCEDURE-I 18 Hrs

1.1 Structured clinical interview for DSM (SCID-I & II edit.)- Definition & types- Patient and Non
Patient version, Clinical trial (SCID-CT), Clinician version (SCID-CV).
1.2 DSM-5 Self-Rated levels-1, Cross-Cutting symptom Measure: Adult form, Parent/Guardian-
Rated. DSM-5 levels-1 Cross-Cutting symptom Measure: Child form.
1.3 DSM-5 Clinician-Rated Dimensions of Psychosis Symptom Severity. WHO Disability
Assessment Schedule
UNIT- II: PSYCHO-DIAGNOSTIC PROCEDURE-II 18 Hrs
2.1 Personality Inventories: MMPI-2, EPQ-R.
2.2 Depression & Mania Measure: Becks Depressive Inventory, Hamilton Depression Scale, Altman
Self-Rating Mania Scale. Anxiety & Anger Measures: Taylor’s Manifest Anxiety Scale, Spielberger
Anger Inventory & Trait Anxiety Inventory.
2.3 Intelligence Tests: Wechsler’s Intelligence Scale for Children, Wechsler’s Adult Intelligence
Scale
UNIT- III: INTELLECTUAL DISABILITY 18 Hrs
3.1 Intellectual Disability - Definition, classification, prevalence
3.2 Interpersonal deficits and behavior problems,
3.3 Common intellectual disability syndromes - hypothyroidism, Fragile X syndrome, Down’s,
William’s, PKU.
UNIT- IV: PSYCHO-DIAGNOSTIC PROCEDURE-III 18 Hrs
4.1 Neuropsychological Test: Bender Visual Motor Gestalt Test, Luria- Nebrasca
Neuropsychological Battery, Halstead-Reitan Neuropsychological Battery.
4.2 Projective Techniques: Rorschach Ink-Blot Test, Murray TAT, Children Apperception Test.
4.3 Diagnostic Test for Special Populations: Infant Development Measures: Bayley Scales of Infant
and Toddler Development, Gesell Developmental Schedules. Intellectual Disability Assessment
Techniques: Draw a Man/ Draw a Person Test, Wechsler’s Preschool and Primary Scale of
Intelligence, Raven’s Colored Progressive Matrices Test, Seguin Form Board, Social Maturity Scale
UNIT V - COGNITIVE ASSESSMENT & CLINICAL REPORT 18 Hrs
5.1 Writing Clinical Report, Mental State Assessment
5.2 Dementia & Cognitive Impairment Assessment Techniques
5.3 Family Conflict Assessment Technique: DAS, Family Conflict Scale
COURSE OUTCOMES (CO)
The learners:
CO Course Outcome Cognitive
No. Level
CO 1 Students will demonstrate proficiency in administering structured K1
clinical interviews and self-rated measures for diagnosing mental
disorders.
CO 2 Students will be able to administer and interpret various personality K2
inventories and mood assessment scales accurately.
CO 3 Students will gain knowledge of intellectual disability syndromes and K3
be competent in using appropriate assessment techniques.
CO 4 Students will acquire proficiency in administering neuropsychological K4
tests, projective techniques, and diagnostic tools for special populations.
CO5 Students will develop skills in cognitive assessment, clinical report K5
writing, mental state assessment, and family conflict assessment,
facilitating effective communication and intervention planning in
clinical settings.

TEXT BOOKS
1. Alloy, L.B., Riskind, J.H., & Manos, M.J. (2005). Abnormal Psychology: current perspectives.
9th Ed. Tata McGraw-Hill. New Delhi, India.
2. Anastasi, A., & Urbina, S. (2005). Psychological Testing. 7th ed. Pearson Education: New Delhi,
India.
3. Barlow, D.H. & Durand, V.M. (2005). Abnormal psychology: An Integrative Approach (4th ed.).
Wadsworth/Thompsons. Belmont CA.
4. Brannon, L. & Feist, J. (2007). Introduction to health psychology. Thomson Wadsworth.
Singapore.
5. Butcher J.N; Mineka Susan; and Hooley Jill M. (2014) Abnormal Psychology (15th Ed.) Dorling
Kindersley Pvt. Ltd. of Pearson Education. New Delhi, India.

Reference books

1. Carson, R.C., Butcher, J.N., Mineka, S., & Hooley, J.M. (2007). Abnormal Psychology, 13th Ed.
Pearson Education. New Delhi. India.
2. Davison, G.C., Neal, J.M. & Kring, A.M. (2004). Abnormal psychology. (9th ed.). Wiley. New
York.
3. Kaplan, H. I., Sadock, B. J., & Grebb, J. A. (1994). Kaplan and Sadock's synopsis of psychiatry:
Behavioral sciences, clinical psychiatry (7th ed.) B. I. Waverly Pvt. Ltd. New Delhi.
4. Kapur, M. (1995). Mental health of Indian children. Sage. New Delhi.
5. Kellerman, H. & Burry, A. (1981). Handbook of diagnostic testing: Personality analysis and
report writing. Grune & Stratton. New York.
6. Nolen- Hoeksema, S. (2004). Abnormal Psychology 3 Ed. McGraw Hill. New York, USA
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER VI

Course title CORE COURSE 17- HEALTH PSYCHOLOGY

Total hours 90
Hours/week 4 Hrs. /Week
Code
Crouse type Theory
Credits 3
Mark 100

CONSPECTUS
To enable the students to summarize the key concepts of the Health Psychology.
Course objectives
The learner will be able to
CO No. Course Objectives
CO1 Understand need and perspectives of health psychology.
CO2 Learn various models available to conceptualize health.
CO3 Learn the nature of pain and its management.
CO4 Understand the influence of stress on health and the importance of social
support in managing stress.
CO5 Overcome unhealthy behaviour and promote healthy habits

UNIT- I INTRODUCTION TO HEALTH PSYCHOLOGY- HEALTH BEHAVIOUR 18

Hrs.
1.4 Health psychology, Definition and Need,
1.5 The biopsychosocial model, Patient Practitioner relationship, Training for a career in health
psychology
1.6 Introduction to health behaviour- Factors influencing the practice of health behaviour.

Extra reading/keywords: Health, Biopsychosocial, Health behaviour

UNIT -II MODELS OF HEALTH BEHAVIOUR 18 HRS
2.1 Changing health habits using theoretical models, Health belief model
2.2 Theory of planned behaviour, Cognitive behavioural approaches to change health behaviour
2.3 Trans theoretical model of behaviour change, Avenues for health habit modification.
Extra reading/keywords: Health habits, Theoretical models, Health belief
UNIT- III CHRONIC ILLNESS AND PAIN 18Hrs
3.1 Illness Factors, Onset, Progression, Types of Symptoms
3.2 Quality of Life, Personal issues in chronic illness, coping with chronic illness
3.3 Co management of chronic illness, Psychosocial Interventions
3.4 Pain: definition, types of pain, Pain control techniques, Pain management
Extra reading/keywords: Illness factors, Progression, Quality of life, Chronic illness and coping
UNIT-IV STRESS AND COPING 18Hrs
4.1 Stress, definition, dimensions of stress, sources of chronic stress
4.2 Theoretical contributions, Lazarus’s Appraisal Model, Flight or fight response, General adaptation
Syndrome
4.3 Tending and Befriending Model, Coping with stress- Sources of stress.
Extra reading/key words: Stress, Chronic stress, Lazaru’s appraisal model, Flight, Fight
UNIT-V PROMOTING HEALTH BEHAVIOUR 18Hrs
5.1 Smoking, Effects of smoking, reasons for smoking
5.2 Alcoholism - effects, reasons, Interventions for reducing smoking, changing problem drinking
5.3 Management of Overweight & obesity- effects of dieting & physical activity.
Extra reading/key words: Smoking, Alcoholism, Overweight, Obesity
Course outcomes (CO):
The learners will be able to
CO Course outcomes Cognitive level
No.
CO- 1 Outline the definition and scope of Health Psychology K1
CO- 2 Explain the various models of health behavior K2
CO- 3 Identify types of pain, symptoms and suitable intervention K3
CO- 4 Summarize theories of stress, sources of stress and coping K2, K3
CO -5 Explain health promoting strategies K4, K5

TEXT BOOKS
1. Straub O. Richard (2002) Health [Link] York: Worth Publishers.
2. Taylor E. Shelley Health Psychology (7 th Ed.) New Delhi: Tata McGraw Hill Education Pvt Ltd
3. Gurang R.A.R. (2014) Health Psychology - A Cultural Approach (3 rd Ed.) U.S.A: Wadsworth
Cengage Learning.
4. Boyer, B., &Paharia, I. (2008). Comprehensive handbook of clinical health psychology. Edison,
NJ: John Wiley & Sons.
5. Sarafino, E. (1994). Health psychology. Edison, NJ: John Wiley & Sons.
SUGGESTED READINGS

1. Taylor, S. (1995). Health psychology (6th ed.).Toronto, Canada: McGraw-Hill Ryerson.

2. Marks, D., Murray, M., Evans, B., Willig, C., Woodall, C., & Sykes, C.M. (2008). Health
psychology: Theory, research and practice (2nd ed.). New Delhi, India: Sage Publications.
3. Branmon, L., & Frist, J. (2010). Introduction to health psychology; New Delhi, India: Cengage
Learning India Pvt Ltd.
4. Wolfgang Linden, (2004), Stress Management: From Basic Science to Better Practice, Sage publications
5. Brian Luke Seaward (2014), Essentials of Managing Stress, Jones & Bartlett Publishers,
6. Shelly E. Taylor (2012), Health psychology, 7th edition, , TATA McGrawHil, New Delhi.
7. Mitchell D. Feldman &John F. Christensen (2008), Behavioural medicine – A guide for clinical practice,
3rd edition, McGraw Hill, NY, .
8. Robert J. Gatchel, Andrew Baum and David S. Krantz (1989), An introduction to health psychology, 2nd
edition, McGraw Hill, NY.
.
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
Semester VI
Course Title CORE COURSE 18 – Sports And Exercise Psychology
Total Hours 90
Hours/Week 4/ week
Code
Course Type Theory
Credits 3
Marks 100

CONSPECTUS
To enable the students to understand the mental factors influencing performance, motivation, and
overall well-being in athletic and fitness settings, applying psychological principles to enhance athletes'
mindset, training, and competitive outcomes.
COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 Familiarize with the emerging field in sports and exercise psychology as a profession.
CO2 Integrate theory and practice in sports and exercise.
CO3 Understand the impact of personality and motivation in the performance.
CO4 Comprehend the influence of emotional intelligence on the performance.
CO5 Familiarize with the psychometric test associated with the sports.

UNIT 1: INTRODUCTION 18 Hrs

1.1 Introduction - History of sport and exercise psychology, Theoretical perspectives.
1.2 What is sport and exercise psychology?, Research methods in sports and exercise psychology.
1.3 Sport psychology specialties: Clinical-sport psychology, Educational psychology Role of exercise
and sport psychologists – teaching, research and consultation Bridging science and practice gap.
UNIT- II: PERSONALITY AND PERFORMANCE 18 Hrs
2.1 Personality in sports: Approaches to personality, Assessment of personality, Personality research
in sport and exercise.
2.2 Personality and Performance - Meaning, Definition and Structure of Personality, Personality
theories - Psychoanalysis, Humanistic, Trait Theories and models, Constitutional theories - Sheldon,
Trait and Social Learning (Bandura)
2.3 Personality and Performance in Sports - Ice Berg Profile by Morgan - Defining self-confidence,
assessing and building self-confidence.
UNIT- III: MOTIVATION AND PERFORMANCE 18 Hrs
3.1 Definition and views, Guidelines for building motivation: Role of coaching and mentoring,
Achievement motivation and competitiveness, developing achievement motivation and
competitiveness in sports persons.
3.2 Inter-personnel Communication and Coach-Athlete Relationship Motivation & Goal Setting
(Meaning, Definition and Structure of Motivation [Need, Drive, Motive and Motivation Types],
3.3 Theories of motivation [Abraham Maslow, Need Achievement by McClelland] Self-
Determination model, Techniques for Developing Motivation, Goal Setting –Locke GST, Motivation-
Performance Relationship.
UNIT- IV: EMOTION AND PERFORMANCE 18 Hrs
4.1 Emotions – Meaning and Definition of Emotion,
4.2 Anxiety – Meaning, Definition of Anxiety, Types of Anxiety,
4.3 Arousal and Stress – Meaning, Definition and Nature of Arousal and Stress, Theories [Drive
theory, Inverted –U theory & IZOF], Emotion Performance Relationship.
UNIT V - AGGRESSION AND SPORTS 18 Hrs
5.1 Aggression: Aggression in Sports – Meaning, Definition and Types of Aggression
5.2 Dimensions and Theories – Biological theories and Psychosocial theories
5.3 Violence in Sport, Management of Aggression, Emotional States and their Effect on Performance
COURSE OUTCOMES (CO)
The learners:
CO No. Course Outcome Cognitive
Level
CO 1 Familiarizing with the evolving field of sports and exercise psychology as K1
a Profession and having knowledge about its specialties particularly
clinical-sport Psychology and educational psychology.
CO 2 Comprehending the links between theory and practice in sports and K2
exercise Psychology; understanding the current shifts from traditional
paradigms and Appreciating the role of practical theory to guide
professional practice so that Real life issues may be addressed.
CO 3 Developing a critical understanding of general personality approaches as K3
well as the sport specific personality approaches.
CO 4 Understanding the motivational processes for sport and exercise K4
participation especially in the context of achievement motivation and
ways of enhancing it.
CO5 Being able to develop a psychological profile for a sportsperson/team to K5
help Assess the psychological skills that can improve self-awareness, goal
setting and Communication with the coach.
TEXT BOOKS
1. Cashmore (2004). Key concepts in sports psychology. New York: Routledge.
2. Jain R. (2005). Sports Psychology. New Delhi: D.K Publishers.
3. Weinberg R.S., & Gould D. (1995). Foundations of sport and exercise psychology (Vol. 4).
Champaign, IL: Human Kinetics.
4. CrattyB.J. (2000) Psychology of Contemporary sports, Human Kinetics Publishers, Champaign
Illinois
5. Horn, T. S. (Ed.) (2002). Advances in sport psychology. USA: Human Kinetics Publishers.
Reference books
1. Fundamentals of Sport and Exercise Psychology, by Alan S. Kornspan published by Human
Kinetics, 2009
2. Handbook of Sport Psychology by Gershon Tenenbaum, Robert C. Eklund published by John
Wiley & Sons,2007
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLLI -2
SCHOOL OF REHABILITATION AND BEHAVIOURAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER VI
CORE COURSE 19 – ENVIRONMENTAL PSYCHOLOGY
Course Title
Total Hours 90
Hours/Week 5/ week
Code
Course Type Theory
Credits 4
Marks 100

CONSPECTUS
To explore and apply the interdisciplinary study of Environmental Psychology to understand
human perceptions, behaviors, and contributions to environmental issues, promoting pro-
environmental behavior.
COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 Understand Environmental Psychology and its various psychological perspectives.
CO2 Comprehend human perception of environmental risk.
CO3 Understand the effects of environment in human behaviour.
CO4 Learn about the contribution of human behaviour in environmental crisis.
CO5 Promote pro-environmental behaviour.

UNIT-I : INTRODUCTION TO ENVIRONMENTAL PSYCHOLOGY 18 Hrs

1.1 Defining the field of environmental psychology. Origins and history.
1.2 Psychological perspectives in environmental psychology - Field theory approach;
1.3 Eco-cultural Psychology (Berry); Biosocial Psychology (Dawson); Ecological Psychology (Barker);
1.4 Ecological system approach (Bronfenbrenner)

UNIT-II ENVIRONMENTAL RISK PERCEPTION 18 Hrs

2.1 Natural disasters and ecological threats: environmental risk and risk perception,
2.2 The role of cognition and emotions, human behavior in the face of risks, risk awareness and
resilience.
2.3 Interventions in human habitats: acceptance and the NIMBYism;
2.4 Finding the right balance for the common good.

UNIT-III ENVIRONMENT AND BEHAVIOUR 18Hrs

3.1 Effects of Environment on behavior: Noise pollution, Air pollution,
3.2 Crowding and Population explosion.
3.3 Health Benefits of Nature, Restorative Environments.
3.4 The Gaia hypothesis, Deep ecology; Man-environment relationship physical, social, cultural,
orientation and product.
UNIT –IV ECOLOGY AND DEVELOPMENT 18 Hrs
4.1 Human behavior and Environmental Problems: Global warming, Greenhouse effect, Energy
depletion;
4.2 Ecosystem and their components; Sustainable development;
4.3 Resource use: Common property resources.
4.4 Ecology: Acculturation and psychological adaptation.

UNIT –V PSYCHOLOGICAL DRIVERS OF PRO-ENVIRONMENTAL ACTION 18Hrs

5.1 Environmental attitudes, social representations, norms, beliefs, values, identity, environmental
knowledge, the role of direct experience.
5.2 Models explaining environmental behavior. The role of habits and social practices.
5.3 Encouraging environmental behavior through interventions.
5.4 The role of environmental education. Pro-environmental action in organisations.

COURSE OUTCOMES (CO)

The learner will be able to:
CO No. Course Outcome Cognitive
Level
CO 1 Demonstrate knowledge in different psychological K1
approaches to the study of man-environment relationship.
CO 2 ● Understand the behaviour of humans in the face of K2
environmental risk.
CO 3 Analyze the mutual interaction of environment and K3
behavior.
CO 4 Acquire knowledge on the influence of human behaviour in K4
environmental crisis.
CO 5 Appreciate and apply pro-environmental behaviour. K5

TEXT BOOKS
Steg, L. & de Groot, (2019). Environmental Psychology : An Introduction. Chichester, West
Sussex: John-Wiley & Sons Ltd
Mohanty, B. and Misra, S. (2017). A text book on Environmental Psychology. Krupajala
Books, Bhubaneswar, Odisha
Clayton, S. (2012). The Oxford handbook of environmental and conservation psychology.
New York: Oxford University Press
SUGGESTED READINGS
Kanagasabai, C.S. [Link] Studies. Rasee publishers. Madurai.
Yogendra, N. and Srivastava, N. 1998. Environmental Pollution, Ashish Publishing House. New
Delhi.
Sapru R.K.2001. Environment Management in India, Vol. I & Vol. II Ashish publishers house,
New Delh
 For students admitted from June 2024 onwards
HOLY CROSS COLLEGE (AUTONOMOUS) TIRUCHIRAPPALLI-2
SCHOOL OF REHABILITATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF PSYCHOLOGY
SEMESTER VI
Course Title SEC 7-Professional competency skill enhancement
course I – COGNITIVE THERAPIES
Total Hours
Hours/Week 2/ week
Code
Course Type Theory
Credits 2
Marks 100

CONSPECTUS
To understand the theoretical foundations, assessment techniques, intervention strategies, and
advanced applications of cognitive therapies.
COURSE OBJECTIVES
The learner will be able to
CO No. Course Objectives
CO1 To understand the theoretical foundations of cognitive therapies, including the
cognitive model and its application in psychotherapy.
CO2 To develop skills in identifying and challenging maladaptive thought patterns and
cognitive distortions in clients.
CO3 To learn various cognitive behavioral techniques and interventions for treating different
psychological disorders.
CO4 To explore the role of cognition in emotion regulation and behavior change processes.
CO5 Critically evaluate the effectiveness of cognitive therapies through research evidence
and case studies.

UNIT 1: INTRODUCTION TO COGNITIVE THERAPIES 18 Hrs

1.1 Historical Development and Theoretical Frameworks
1.2 Core Concepts of Cognitive Therapy
1.3 Ethical Considerations and Professional Issues
UNIT- II: COGNITIVE ASSESSMENT AND FORMULATION 18 Hrs
2.1 Cognitive Assessment Tools and Techniques
2.2 Case Conceptualization and Formulation
2.3 Integrating Assessment Results into Treatment Planning
UNIT- III: COGNITIVE RESTRUCTURING TECHNIQUES 18 Hrs
3.1 Identifying and Challenging Cognitive Distortions
3.2 Cognitive Reframing and Perspective Taking
3.3 Behavioral Experiments and Thought Records
UNIT- IV: APPLICATION OF COGNITIVE THERAPIES 18 Hrs
4.1 Cognitive Therapy for Depression and Anxiety Disorders
4.2 Cognitive Behavioral Interventions for Trauma and PTSD
4.3 Cognitive Approaches to Personality Disorders and Substance Abuse
UNIT V - ADVANCED TOPICS IN COGNITIVE THERAPIES 18 Hrs
5.1 Mindfulness-Based Cognitive Therapy
5.2 Schema Therapy and Cognitive Restructuring
5.3 Cultural Adaptations and Group Interventions in Cognitive Therapies
COURSE OUTCOMES (CO)
The learners:
CO No. Course Outcome Cognitive
Level
CO 1 Demonstrate proficiency in applying cognitive assessment techniques and K1
formulating treatment plans based on cognitive-behavioral principles.
CO 2 Utilize cognitive restructuring techniques effectively to facilitate K2
cognitive and behavioral changes in clients.
CO 3 Design and implement evidence-based cognitive interventions for various K3
psychological disorders, demonstrating an understanding of the
underlying cognitive processes.
CO 4 Critically analyze and evaluate research studies and case examples to K4
assess the efficacy and limitations of cognitive therapies in clinical
practice.
CO5 Apply ethical guidelines and cultural sensitivity in the practice of K5
cognitive therapies, demonstrating professionalism and respect for
diverse client populations.

TEXT BOOKS
1. Cognitive Therapy: Basics and Beyond, Judith S. Beck - This comprehensive textbook provides
a thorough overview of cognitive therapy principles, techniques, and applications, making it an
essential resource for understanding the foundations of cognitive therapies.
2. The Oxford Handbook of Cognitive Therapy, Christine A. Padesky and Robert Dudley - This
handbook provides in-depth coverage of cognitive therapy approaches, assessment methods, and
evidence-based interventions for a wide range of clinical issues.
3. Cognitive Therapy Techniques: A Practitioner's Guide, Robert L. Leahy - This book provides
detailed explanations of cognitive therapy techniques, including cognitive restructuring, behavioral
experiments, and mindfulness-based interventions, along with practical tips for implementation.

Reference books
1. Cognitive-Behavioral Therapy for Anxiety Disorders: Mastering Clinical Challenges, Gillian
Butler and Melanie Fennell - This reference book offers insights into applying cognitive-behavioral
therapy techniques specifically for anxiety disorders, including panic disorder, social anxiety
disorder, and generalized anxiety disorder.
2. Cognitive Therapy of Personality Disorders, Aaron T. Beck, Arthur Freeman, and Denise D.
Davis - This book explores the application of cognitive therapy principles in the treatment of
personality disorders, providing guidance on assessment, formulation, and intervention
strategies.13th edition. Pearson Education.