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Syllabus

BSc Psychology

2015 - 2016 Batch

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Knowledge Wisdom Compassion

SREE SARASWATHI THYAGARAJA COLLEGE

An Auonomous, NAAC Re –Accredited with ‘A’ Grade, ISO 9001-2008

Certified Institution

Affiliated to Bharathiar University, Coimbatore,

Approved by AICTE for MBA/MCA and by UGC for 2(f) & 12(B) status

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SREE SARASWATHI THYAGARAJA COLLEGE (AUTONOMOUS), POLLACHI

Scheme of Examinations and Syllabi for BSc - Psychology - CBCS PATTERN with effect from 2015 –

2016

Batch Code: N 5 I YEAR SEMESTER - I Programme Code: BPY

S.No Spl Course Code Sem Part Type Course Hours Credits Int Ext Total

1 A

N5BPY1T51-A/

N5BPY1T51-B/ N5BPY1T51-C/

N5BPY1T51-D1

I I Language -I Tamil – I / Hindi – I / Malayalam– I / French –

I

6 3 25 75 100

2 Z N5BPY1T52 I II Language-II English For Enrichment-

I 6 3 25 75 100

3 Z N5BPY1T43 I III Core 1 General Psychology-I 5 4 25 75 100

4 Z N5BPY1T44 I III Core 2 Life Span Development-I

5 4 25 75 100

5 Z N5BPY1R45 I III Allied 1 Indian Psychology 6 5 40 60 100

6 Z N5BPY1T46 I IV Environmental Studies 1 2 50 - 50

7 Z I IV Yoga 1 - - - -

30 21 - - 550

I YEAR SEMESTER - II

1 A

N5BPY2T51-A/

N5BPY2T51-B/

N5BPY2T51-C/

N5BPY2T51-D

/1

II I

Language -I

Tamil – II /

Hindi – II/

Malayalam – II /

French – II

6 3 25 75 100

2 Z N5BPY2T52 II II Language- II English For Enrichment-

II 6 3 25 75 100

3 Z N5BPY2T43 II III Core 3 General Psychology-II 5 4 25 75 100

4 Z N5BPY2T44 II III Core 4 Life Span Development-

II 5 4 25 75 100

5 Z N5BPY2R45 II III Allied 2 Environmental

Psychology 6 5 40 60 100

6 Z N5BPY2T46 II IV Value Education and

Human Rights 1 2 50 - 50

7 Z

N5BPY2P57

II IV Yoga 1 1 50 - 50

30 22 600

Batch Code: N 5 II YEAR SEMESTER - III Programme Code: BPY

S.No Spl Course Code Sem Part Type Course Hours Credits Int Ext Total

1 A

N5BPY3T51-A

N5BPY3T51-B

N5BPY3T51-C

N5BPY3T51-D

III I Language-I

Tamil – III /

Hindi – III/

Malayalam – III /

French – III/

6 3 25 75 100

2 Z N5BPY3T52 III II Language-

II English For Enrichment-III 6 3 25 75 100

3 Z N5BPY3T53 III III Core:5 Social Psychology 4 5 25 75 100

4 Z N5BPY3T54 III III Core:6 Statistical Methods in


5 Z N5BPY3R55 III III Allied-3 Practicum in Developmental


6 Z N5BPY3T56 III IV Skill-Based

Course-1

Testing and Assessment In


7 A

N5BPY3T21 – / N5BPY3T57-A/

N5BPY3T57-B/

N5BPY3T57-C

1

III IV

Non-Major

Elective -I

Basic Tamil - I /

Advanced Tamil - I /

English for Competency – I

2 2 - 75

75

30 25 675

II YEAR SEMESTER - IV

1 A

N5BPY4T51-A

N5BPY4T51-B

N5BPY4T51-C

N5BPY4T51-D

IV I Language-I

Tamil – IV / Hindi – IV/

Malayalam – IV / French –

IV

6 3 25 75 100

2 Z N5BPY4T52 IV II Language-

II English For Enrichment-IV 6 3 25 75 100

3 Z N5BPY4P53 IV III Core:7 Experimental Psychology 5 4 40 60 100

4 Z N5BPY4T54 IV III Core:8 Organization of Guidance

and Counselling Services 5 5 25 75 100

5 Z N5BPY4T55 IV IV Skill-Based

Course-2

Positive and Health


6 Z N5BPY4T56 IV IV Skill-Based

Course-3 Multicultural Psychology 3 2 25 75 100

7 A

N5BPY4T57-A/

N5BPY4T57-B/

N5BPY4T57-

C/BPY4

IV IV

Non-Major

Elective- II

Basic Tamil - II /

Advanced Tamil - II /

General Knowledge and

English For Competency –

II

2 2 - 75 75

30 21 675

BATCH CODE: N 5 PROGRAMME CODE: BPY

III YEAR SEMESTER – V

S.No Spl

Course

Code

Sem Part Type Course Hours Credits Int Ext Total

1 Z N5BPY5T71 V III Core IX Abnormal

Psychology I 6 5 25 75 100

2 Z N5BPY5T72 V III Core X Industrial

Psychology I 5 5 25 75 100

3 Z N5BPY5T73 V III Core XI Educational


4 Z N5BPY5T74 V III Elective I Consumer

Behaviour 6 5 25 75 100

5 Z N5BPY5T75 V IV

Skill

Based

Course

IV

Learning

Disabilities 4 2 25 75 100

6 Z N5BPY5P76 V IV

Skill

Based

Course V

Experimental

Psychology II 4 2 40 60 100

7 Z N5BPY5T77 V V Extension Activity

NSS Activity/ Sports

--- --- Grade System

Total 30 24 600

III YEAR SEMESTER –VI

1 Z N5BPY6T71 VI III Core XII Abnormal


2 Z N5BPY6T72 VI III Core XIII Industrial


3 Z N5BPY6T73 VI III Allied IV Counselling


4 Z N5BPY6T74 VI III Elective

II

Psychology of

Criminal

Behaviour

6 5 25 75 100

5 Z N5BPY6R75

P VI III

Elective

III

Internship

(Clinical/Indu

strial/School)

-- 5 20 80 100

6 Z N5BPY6P76 VI IV

Skill

Based

Course

VI

Experimental

Psychology

III (Case

Analysis)

6 2 40 60 100

7 Z N5BPY6T27 VI IV

Extra

Credit

Course

Job Oriented Course:

Mathematics

for

Competitive

Examinations

4* 2* 100

* --- 100*

Total

30 +

4* 27 + 2*

600 +

100*

BSc Psychology – 140 Credits Distribution

S.No Part Course Type No. of Papers Total Credits

1 I Language Tamil 4 12

2 II Language English 4 12

3

III

Core Papers 13 60

4 Allied Papers 4 20

5 Elective Papers 3 15

6

IV

Non-Major Elective 2 4

7 Environmental Studies 1 2

8 Value Education 1 2

9 Yoga 1 1

10 Skill Based Course 6 12

11 V Extension Activity -- --

Total 140

12 Job Oriented Extra Credit Course 1* 2*

SEMESTER- I

Credits : 3 gFjp I jkpH] I Course Code : N5BPY1T51-A

Part I Tamil I

Total Instructional hours- 75

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SEMESTER- I

PART-I, PAPER-I, HINDI

(Common for all U.G. Courses)

Credits : 3 Course Code :N5BPY1T51-B

Hours per Week: 6 Total Instructional hours: 75

(Prose, Non-detailed Text, Grammar & Translation Books Prescribed:

1. PROSE : NUTHAN GADYA SANGRAH Editor: Jayaprakash

(Prescribed Lessons – only 6)

Lesson 1 – Bharthiya Sanskurthi Lesson 3 - Razia

Lesson 4 – Makreal

Lesson 5- Bahtha Pani Nirmala

Lesson 6 – Rashtrapitha Mahathma Gandhi

Lesson 9 – Ninda Ras.

Publisher: Sumitra Prakashan Sumitravas, 16/4 Hastings Road, Allahabad – 211 001.

2. NON DETAILED TEXT: KAHANI KUNJ.

Editor: Dr.V.P.Amithab. (Stories 1 -6 only)

Publisher : Govind Prakashan Sadhar Bagaar, Mathura, Uttar Pradesh – 281 001.

3. GRAMMAR : SHABDHA VICHAR ONLY

(NOUN,PRONOUN, ADJECTIVE, VERB, TENSE,CASE ENDINGS) Theoretical & Applied.

Book for reference : Vyakaran Pradeep by Ramdev.

Publisher : Hindi Bhavan, 36,Tagore Town, Allahabad – 211 002.

4. TRANSLATION: English- Hindi only.

ANUVADH ABHYAS – III (1-15 lessons only)

Publisher: DAKSHIN BHARATH HINDI PRACHAR SABHA CHENNAI -17.

5. COMPREHENSION: 1 Passage from ANUVADH ABHYAS – III (16- 30)

DAKSHIN BHARATH HINDI PRACHAR SABHA CHENNAI- 17.

SEMESTER- I

PART-I, PAPER-I, MALAYALAM


Credits : 3 Course Code :N5BPY1T51-C


Prose, Composition & Translation

This paper will have the following five units:

Unit I & II Novel

Unit III & IV Short story

Unit V Composition & Translation

Text books prescribed:

Unit I & II Naalukettu – M.T. Vasudevan Nair (D. C. Books, Kottayam, Kerala)

Unit III & IV Nalinakanthi – T.Padmanabhan (D. C. Books, Kottayam, Kerala)

Unit V Expansion of ideas, General Essay and Translation of a simple passage from English to

Malayalam (about 100 words)

Reference books:

1. Kavitha Sahithya Charitram –Dr. M. Leelavathi (Kerala Sahithya Academy, Trichur)

2. Malayala Novel Sahithya Charitram – K. M.Tharakan (N.B.S. Kottayam)

3. Malayala Nataka Sahithya Charitram – G. Sankarapillai (D.C. Books, Kottayam)

4. Cherukatha Innale Innu – M. Achuyuthan (D.C. Books, Kottayam)

5. Sahithya Charitram Prasthanangalilude - Dr. K .M. George, (Chief Editor) (D.C. Books, Kottayam

SEMESTER- I

PART-I, PAPER-I, FRENCH


Credits : 3 Course Code :N5BPY1T41-D


Prescribed text : ALORS I

Units : 1 – 5

Authors : Marcella Di Giura Jean-Claude Beacco

Available at : Goyal Publishers Pvt Ltd

86, University Block

Jawahar Nagar (Kamla Nagar) New Delhi – 110007.

Tel : 011 – 23852986 / 9650597000

SEMESTER- I

ENGLISH FOR ENRICHMENT– I

Credits: 3 Course Code: N5BPY1T52

Hours Per Week : 6 Total Instructional Hours: 75

COURSE OBJECTIVE

To expose students to the various facets of literature and thereby to enhance them in

comprehending the efficiency of English language.

SKILL SET TO BE ACQUIRED

On successful completion of the course, the students should have acquired.

• Language skills with literary appreciation and critical thinking.

• Comprehension Skill

• A flair for English language

Unit I Credit Hours: 15

Ode to Autumn – John Keats

Spoken English and Broken English – Bernard Shaw

Dover Beach – Mathew Arnold

A Horseman in the Sky – Ambrose Bierce

Unit II Credit Hours: 15

The Unknown Citizen -W.H. Auden

Is Progress Real? – Will and Ariel Durant The Postmaster – Rabindranath Tagore

The Model Millionaire – Oscar Wilde

Unit III Credit Hours: 16

Song 36 from Gitanjali – Rabindranath Tagore

The Conjurer’s Revenge – Stephen Leacock

The Gift of Magi – O. Henry

Quality – John Galswothy

Unit IV Credit Hours: 15

From Homecoming – R. Parthasarathy

The Best Investment I Ever Made – A. J. Cornin

The Ant and the Grasshopper – W. Somerset Maugham

The Dolls House – Katherine Mansfield

Unit V Credit Hours: 14

Myriad – Winged Bird – AduriSathyavathi Devi

I Have a Dream – Martin Luther King Jr.

Gatesman’s Gift – R.K. Narayan

Self Study Jonathan Swift Gulliver’s Travel (Book I)

Text English @ Work, T. Vijay Kumar, B.T. Seetha, A.V. Suresh Kumar, Y.L. Srinivas, Macmillan India Limited

A Book of Modern Short Stories, G. Kumara Pillai, Macmillan India Limited

Gulliver’s Travel (Book I), Swift Macmillan Indian Limited

SEMESTER- I

Part IV: Environmental Studies

Credit : 2 Course Code :N5BPY1T46

Hours per Week: 2 Total Instructional Hours : 27

1.1. Definition, scope and importance

1.2. Need for public awareness

1.3. Natural resources

1.3.1. NATURAL RESOURCES AND ASSOCIATED PROBLEMS 6 Hours

a. Forest resources: use and over-exploitation, deforestation, case studies. Timber extraction, mining, dams and

their effects on forests and tribal people.

b. Water resources: use and over- utilization of surface and ground water, floods, drought, conflicts over water,

dams- benefits and problems

c. Mineral resources: Use and exploitation, environmental effects of extracting and using mineral resources, case

studies.

d. Food resources: world food problems, changes caused by agriculture and overgrazing, effects of modern agriculture, fertilizer-pesticide problems, water logging, salinity, case studies.

e. Energy resources: growing energy needs, renewable and non-renewable energy sources, use of alternate

sources. case studies.

f. Land resources: land as a resource, land degradation, man induced landslides, soil erosion and desertification.

1.3.2. Role of an individual in conservation of natural resources.

1.3.3. Equitable use of resources for sustainable lifestyles.

2. ECOSYSTEMS 5 Hours

2.1 Concept of an ecosystem.

2.2 Structure and function of an ecosystem.

2.3 Producers, consumers and decomposers. 2.4 Energy flow in the ecosystem.

2.5 Ecological succession.

2.6 Food chains, food webs and ecological pyramids.

2.7 Introduction, types, characteristic features, structure and function of the following ecosystem:

a. Forest ecosystem.

b. Grassland ecosystem.

c. Desert ecosystem.

d. Aquatic ecosystems (ponds, streams, lakes, rivers, oceans, estuaries)

3. BIODIVERSITY AND ITS CONSERVATION 5 Hours

3.1 Introduction – Definition: genetic, species and ecosystem diversity.

3.2 Biogeographical classification of India. 3.3 Value of biodiversity: consumptive use, productive use, social, ethical. Aesthetic and option values

3.4 Biodiversity at global, National and local levels.

3.5 India as a mega –diversity nation.

3.6 Hot-spots of biodiversity.

3.7 Threats to biodiversity: habitat loss, poaching of wildlife man-wildlife conflicts.

3.8 Endangered and endemic species of India.

3.9 Conservation of biodiversity: In-situ and Ex-situ conservation of biodiversity.

4. ENVIRONMENTAL POLLUTION 5Hours

4.1 Definition

Causes, effects and control measures of: -

1. Air pollution 2. Water pollution

3. Soil pollution

4. Noise pollution

5. Thermal pollution

4.2 Solid Waste Management: Causes, effects and control measures of urban and industrial wastes.

4.3 Role of an individual in Prevention of Pollution.

4.4 Pollution Case Studies.

4.5 Disaster Management: Floods, Earthquake, Cyclone and Landslides.

5. SOCIAL ISSUES AND THE ENVIRONMENT 6 Hours

5.1 Sustainable development

5.2 Urban problems related to energy.

5.3 Water conservation, rainwater harvesting, watershed management.

5.4 Resettlement and rehabilitation of people; its problems and concerns. Case studies. 5.5 Environmental ethics: issues and possible solutions.

5.6 Climate change, global warming, ozone layer, depletion, acid rain, nuclear accidents and holocaust. Case

studies

5.7 Consumerism and waste products.

5.8 Environmental protection Act.

5.9 Air (Prevention and Control of Pollution) Act.

5.10 Water (Prevention and Control of Pollution) Act.

5.11 Wildlife Protection Act.

5.12 Forest Conservation Act.

5.13 Issues involved in enforcement of environmental legislation.

5.14 Public awareness.

5.15 Human population and the environment. 5.15.1 Population growth and distribution.

5.15.2 Population explosion – Family Welfare Programme.

5.15.3 Environment and human health.

5.15.4 Human rights.

5.15.5 Value Education.

5.15.6 HIV/ AIDS

5.15.7 Women and Child Welfare

5.15.8 Role of Information Technology in Environment and Human Health

5.15.9 Medical Transcription and Bioinformatics

SEMESTER I

Core Paper I : General Psychology – I

Course Code : N5BPYIT43

Credits : 4 Hours Per Week : 5

This course is offered to the first semester undergraduate students of psychology. This course involving the

study of Basic Psychological processes is an introductory paper that gives an understanding about the field of

Psychology. This paper will provide students with an introduction to the key concepts, theories, and research

methods in psychology. It focuses on various basic processes underlying human behavior.

After the Completion of this course students will be able: 1. to introduce and initiate the student into the world

of Psychology with a brief historical sketch of the science of Psychology and a glimpse into the methods used in

the study of human behavior.

2. to understand the fundamental processes underlying human behavior such as biological foundations of

behavior processes underlying sensation, perception, cognition, memory, learning, motivation, emotion,

individual differences, intelligence, personality and states of consciousness.

3. to apply the principles of psychology in day-to-day life for a better understanding of themselves and others.

UNIT I : Introduction

Definition and goals of Psychology

Role of a psychologist in society

Modern perspectives-Biological, Psychodynamic, Behaviouristic, Cognitive, Cross-cultural,

Humanistic and Evolutionary perspective

Methods: Experimental, Observation, Survey Method, Archival, Interview and case study.

UNIT II : Biology and Behaviour

Brain and Nervous system

Neurons: Structure of neurons, neural impulse transmission-electrical and chemical, role of neurotransmitters.

Central and peripheral nervous systems.

Parts of the Brain, various structures and its importance

Significance of Brain Lateralization, Split brain.

Endocrine Glands-Effects of hormones on behavior.

UNIT III : Sensory-Perceptual Processes

Types of senses (an overview)-visual, auditory, gustatory, olfactory, tactile, vestibular, kinesthetic and

organic senses

Sensation: Basic concepts and Processes in sensation. Sensory thresholds. Sensory adaptation-advantages and disadvantages.

Perception: Understanding perception, Gestalt laws of organization, Different Process of perception –

depth perception, constancy of perception, perception of movement).

Correlates of perception-awareness, set, motives, needs, learning and attention.

Illusion Subliminal perception.

Extra sensory perception (Telepathy, Clairvoyance, Precognition, Forecasting dreams and memories of

the past birth)

UNIT IV: Memory and Forgetting

Basic processes Encoding, Storage, Retrieval, Sensory storage

Iconic memory and Echoic memory, STM-Working memory, Semantic, Episodic memory, Associative models-Explicit and Implicit memory.

Retrieval cues, State dependent and Context dependent memory, Tip of the tongue phenomena, Flash

bulb memory

Levels of processing, Constructive processes in memory, Schemas.

Forgetting-Decay, Interference, Amnesia Retrieval problems, Motivated forgetting, Memory

dysfunctions (Korsakoff’s Syndrome, Alzheimer’s, Senile Dementia)

Improving memory-Mnemonic strategies.

UNIT V: Cognitive Process

Cognition-definition

Attention: definition, Characteristics, Selective attention, Divided attention

Thinking –Process of thinking, Image and thinking, Language and thought

Types of Thinking-Concept formation, Reasoning, problem solving, Decision Making, Creative

thinking.

Language-language elements, grammar and meaning, pragmatics.

REFERENCE

1. Morgan, Cliffor.T., King, Richard.A., Weisz,John.R., Schopler, John (1993): Introduction to

Psychology, TataMcGraw Hill.

2. Marx, Melvin H. (1976) Introduction to psychology – Problems, Procedures & Principles,

MacMillan Publis Co.

3. Hilgard, E.R., Atkinson, R.C., (1979): Introduction to Psychology, Harcourt Brace Jovanovich.

Inc.

SEMESTER I

Core Paper II: Life-Span Development I

Course Code: N5BPYIT44

Credits: 4 Hours Per Week: 5

Developmental Psychology deals with various developmental concepts across the different stages of life span, with the nature versus nurture debate as a concurrent theme. It focuses on advancing knowledge of the processes

of change for individuals and groups across the life span Aspects of Psychological development are studied in

the relevant cultural context.

At the end of the course, students will be able to: 1. Understand basic concepts, issues in the field of

developmental psychology. 2. Appreciate principal theories of life span development.

3. Comprehend human development as progressing through different stages. 4. Understand development from

the perspective of physical, motor, cognitive, and psychosocial. 5. Understand the role of family, peers and

community in influencing development at different stages.

UNIT I: Introduction to Developmental Psychology

Definition and scope

Research methods

Cultural considerations in human development

Human development around the globe

UNIT II: Concept of Human Development

Meaning, stages of life span development.

Physical, social, cognitive, moral.

Factors influencing human development-Ecological factors, hereditary factors

Theories of human development-Freud, Erickson, Piaget, Kohlberg.

UNIT III : Prenatal Development and Infancy

Stages of prenatal development

New-born appearance reflexes.

Infancy: Physical and motor development, cognitive and language development, psychosocial

development

Emotions, attachment and temperament.

PART IV: Childhood

Physical and motor development

Cognitive and language development

Psychosocial development: Emotion, play, aggression and altruism.

PART V: Puberty and Adolescence

Biological changes, Sexual maturation, primary and secondary sexual characteristics

Responses to physical change

Development of identity

Adolescent relationships – Family, Peers, Adult society

References:

1. Papalita, D.E. (2004), Human Development, 9th Edition, New Delhi: Tata McGraw Hill.

2. Berk, L.C. (2008). Child Development, New Delhi: Prentice Hall of India (PVT) Ltd.

SEMESTER I

Allied Course I - Indian Psychology

Course Code: N5BPY1R45

Credits -5 hours 6

Objectives of Field-Based Learning

Learning occurs in a classroom, laboratory, library or computer room. Nevertheless, for the allied courses in

psychology, a different venue is introduced: Field-Based Learning. Learning "in the field" means the teacher

takes the students to the real world situations and they learn through direct interaction with life-situations rather

than learning through indirect presentations of the setting such as textbooks or lectures. This also gives first-

hand knowledge through observations, interactions and other various methods.

Psychologists and social scientists strongly believe that field experiences help students develop a better

understanding and deeper learning, an ability to integrate fragmentary information of different types from

different localities to comprehensive practical learning.

Possible places of learning: Centers of yoga and meditation centers, Traditional villages, Alternative healing

places, Religious places known for healing practices, Centers known for Philosophical and theological interest, and people known for Astrology and similar ideology.

Introduction: Nature, Scope and need for Indian Psychology (classroom lecture& library)

Visit I: Yoga and Meditation

Visit II. Vedic Astrology and Numerology

Visit III. Alternative Healings

Visit IV&V. Religion, Psychology and Psychopathology

Visit VI: Transpersonal Psychology and Personal Experiences

References:

1. Ramakrishna Rao (2008) Handbook of Indian Psychology (Ed.) Indian Council for Philosophical

Research, Delhi

2. Srivastava, S. P. (2001). Systematic Survey of Indian Psychology. Bahadurgarah:

AdhyatmaVijananaPrakashan

3. Veereshwar, P. (2002). Indian Systems of Psychotherapy.Delhi: Kalpaz Publications.

SEMESTER – II

Credits : 3 gFjpI jkpH] II Course Code : N5BPY2T51-A

Part I Tamil II Total Instructional hours- 75 (r';f ,yf;fpaj] jpul;L/ fl]Liuj; bjhFg;g[/ ,yf;fpa tuyhW - Ml]rpg] gzpapay;(jd]Kaw;rpg; gog;g[)/ ,yf;fzk; )

myF I r';f ,yf;fpak; gh.nt : 21

ew;wpiz - beLe;jz; Muj;J my';F rpid tye;j (292)

FWe;bjhif - Kspjaph; gpire;j fhe;js; bky;tpuy; (167)

ghYk; cz;zhs;/ ge;Jld; nkths; (396)

I';FWE}W - cs;shh; bfhy;nyh – njhHp bts;spjH;g; (456)

bga;gdpeypa ca;jy; bry;yhJ (457)

fypj;bjhif - nehf;F';fhy;/ nehf;fpj; bjh=ck;/

gpwh;fhz;ghh; (63)

mfehD}W - md;id mwpapDk; mwpf; myh;tha; (110)

g[wehD}W - ahJk; Cnu ahtUk; nfsph; (192)

rpwpafl; bgwpnd vkf;fPa[k; kd;nd (235)

gj;Jg;ghl;L - rpWghzhw;Wg;gil (KGtJk;)

myF IImw E}y;fs; gh.nt : 15

jpUf;Fws; - 20 Fwl;ghf;fs;

(82/90/102/110/114/118/124/126/151/156/241/250/

293/298/305/307/467/ 469/963/969)

ehyoahh; - 06 ghly;fs ;(5/9/75/78/131/135)

,dpait ehw;gJ - 03 ghly;fs; (11/12/15)

,d;dh ehw;gJ - 03 ghly;fs; (25/26/27)

jphpfLfk; - 03 ghly;fs; (93/94/95)

Mrhuf; nfhit - 03 ghly;fs; (15/16/20)

gHbkhHpehD}W - 06 ghly;fs; (32/49/63/67/75/80)

myF III fl;Liuj; bjhFg;g[ gh.nt : 15

1. Iauth;fs; - K.mUzhryk;

2. c';fs; fij - g[Jikg;gpj;jd;

3. rpw;g cUt';fspd; mikg;g[ - kapiy.rPdp.nt';flrhkp

4. ehl;Lg;g[wg; ghly;fs; - lhf;lh;.ruRtjp ntqnfhghy;

5. rphpg;gpd; jj;Jtk; - M.Kj;Jrptd;

6. Fws;ePjpa[k; jk;kgj ePjpa[k; - R.KUfd;

7. kdpjg; g[wf;fzpg;gpy;….. - tz;zjhrd;

8. tpntfhde;jhpd; rpfhnfh ciu

myF IV ,yf]fpa tuyhW gh.nt : 12

1. r';f ,yf;fpaj;jpd; rpwg;g[f;fs;

2. ciueilapd; njhw;wk; tsh;r;rp

3. ePjp E}y;fspd; rpwg;g[f;fs;

jd;Kaw;rpg; gog;g[ - Ml;rpg;gzpapay;

myF V - ,yf;fzk; gh.nt: 12

,yf;fzf; fiyr;brhw;fs;

bgabur;rk;/tpidbar;rk;/ tpidahyiza[k; bgah;/ msbgil/

gz;g[j;bjhif / tpidj;bjhif/ khj;jpiu/ nghyp/ rhh;bgGj;Jf;fs; /

Kw;Wf;fs;. ahg;gpyf;fzk; - bra]a[s; cWg]g[f;fs; -gh tiffs;(btz;gh/Mrphpag;gh)

bkhHpbgah]g]g[

ghl E}y]fs] 1. r';f ,yf;fpaj] jpul;L - _ ru!;tjp jpahfuh$h fy;Y}hp btspaPL

2013 $^d] gjpg]g[

2. ,yf;fpa tuyhW - milf;fyrhkp fHf btspaPL jpUbey;ntyp.

3. I.V.v!;.njh;t[k]

mqFKiwa[k; - bt.,iwad]g[

epa{ br";Rhp g[f; Qt[!;

41/gp rpl;nfh ,d;l!;l;hpay; v!;nll;

mk;gj;J}h; / brd;id – 98 ,uz;lhk; gjpg;g[ - 2007

ghh]it E}y]fs]

1. r']f ,yf;fpaj; bjhFg;g[f;fs; - epa{ br";Rhp g[f; Qt[!;


mk;gj;J}h; / brd;id - 98 ,uz;lhk; gjpg;g[ - 2004.

2. gjpbdz; fPH;f;fzf;F

E}y;fs; - bjhFg;g[ E}y] - th;;j;jkhdd; gjpg;gfk;

V.Mh;.Mh;. fhk;g;bsf;!;

141/ c!;khd; rhiy/

jpahfuha efh;

brd;id - 17

,uz;lhk; gjpg;g[ - 1999.

3. jkpH;f;fhjy; - t.Rg. khzpf;fdhh; kzpthrfh; gjpg;gfk;

brd;id.

4. jkpH; ciueilapd;

njhw;wk; tsh]r]rp - f.ifyhrgjp

epa{ br"]Rhp g[j]jf epWtdk]/ brd;id.

5. ,yf]fpa tuyhW - K.tujuhrd]


kW gjpg]g[ - 1994.

SEMESTER- II

PART-I, PAPER-II, HINDI


Credits : 3 Course Code :N5BPY2T51-B


(Modern Poetry, Novel, Translation & Letter Writing)

1. MODERN POETRY: SHABARI by Naresh Mehtha

Publishers: Lokbharathi Prakashan, I Floor,Duebari Building

Mahathma Gandhi Marg, Allahabad -1.

2. ONE ACT PLAY: EKANKÏ SANKALAM By Veerendra Kumar Mishra

Publisher: Vani Prakasham, New Delhi – 110 002.

3. TRANSLATION: HINDI – ENGLISH ONLY, (ANUVADH ABYAS – III) Lessons.1 – 15 only

Publisher: Dakshin Bharath Hindi Prachar Sabha Chennai – 600 017.

4. LETTER WRITING: (Leave letter, Job Application, Ordering books, Letter to Publisher,

Personal letter)

5. CONVERSATION: (Doctor & Patient, Teacher & Student, Storekeeper & Buyer, Two Friends, Booking

clerk & Passenger at Railway station, Autorickshaw driver and Passenger)

SEMESTER- II

PART-I, PAPER-II, MALAYALAM


Credits : 3 Course Code :N5BPY2T51-C


Prose: Non-fiction


Unit I & II Biography

Unit III, IV & V Smaranakal

Text books prescribed:

Unit I & II Kanneerum Kinavum- V.T.Bhatahirippad (D.C. Books, Kottayam)

Unit III, IV & V Balyakalasmaranakal – Madhavikkutty (D.C. Books, Kottayam)

Reference books:

1. Jeevacharitrasahithyam – Dr. K.M. George (N.B.S. Kottayam)

2. Jeevacharitrasahithyam Malayalathil – Dr. Naduvattom Gopalakrishnan (Kerala Bhasha

Institute, Trivandrum)

3. Athmakathasahithyam Malayalathil – Dr. Vijayalam Jayakumar (N.B.S. Kottayam)

4. Sancharasahithyam Malayalathil – Prof. Ramesh chandran. V, (Kerala Bhasha Institute,

Trivandrum)

SEMESTER- II

PART-I, PAPER-II, FRENCH


Credits : 3 Course Code :N5BPY2T51-D


Prescribed text : ALORS I

Units : 6 – 10





Tel : 011 – 23852986 / 9650597000

SEMESTER – II

ENGLISH FOR ENRICHMENT– II

Credit :3 Course Code :N5BPY2T52

Hours per Week: 6 Total Instructional Hours: 75

COURSE OBJECTIVE

To enable the students in understanding the intrinsic nuances of English language.

SKILL SET TO BE ACQUIRED

On successful completion of the course, the students should have acquired.

• Improved Communication Skills

• Confidence to deal with real life situation

Unit I Credit Hours: 15

Lalajee – Jim Corbett Face of Judas – Bonnie Chamberlain

Cinderella – Arthur Racham

Unit II Credit Hours: 15

Laugh and Be merry – James Masefield

Matilda – Hilaire Belloc

The Ballad of Father Gilligan – W.B. Yeats

Unit III Credit Hours: 15

Hunchback Sundari - Rajagopalachari

The Eyes Are Not There – Ruskin Bond An Astrologer’s Day – R.K. Narayanan

Unit IV Credit Hours: 15

Antony’s Speech - Shakespeare

Macbeth’s Soliloquy- Shakespeare

Portia’s Speech – Shakespeare

Unit V Credit Hours: 15

Letter Writing

Precis Writing

Self Study Jonathan Swift Gulliver’s Travel (Book II)

Text

Cascade, An Anthology of Prose and Poetry, Macmillan Publishers India Limited, 2008.

Gulliver’s Travel (Book I), Swift Macmillan Indian Limited

SEMESTER – II

Part -IV Value Education and Human Rights

Credits :2 Course Code : N5BPY2T46

Hours Per week: 2 Total Instructional hours- 27

Objective :

To teach the students Ethics and values of life, train them to become spiritually oriented and transform

them into excellent citizens of the country.

Unit I Credit Hours: 4Hours

Education – Definition –Purpose of Education – Important values of life – Ethics and value Oriented

Education –Importance of Science Education and its uses.

Unit II Credit Hours: 6 Hours

Values of life –Ethics and personal values – Love – Peace – Truth - Non –violence –Discipline,

patience - nobility – Philanthropy - Human relations – Excellence of human relations –Needs of the Society and

problems –The duty and responsibility of the society - Art of complete living – Goals of Life and the methods

to achieve them.

Unit III Credit Hours: 6Hours

Saints and their noble thoughts – Buddha, Mahaveer, Jesus Christ, Mohammed Nabi – Thruvalluvar,

Ramalingar, Rama Krishnaparamahamsar, Swami Vivekananda – Mahatma Gandhi.

Unit IV Credit Hours: 4 Hours Spirituality – Humanism – Quintessence of religions – Common aspects of all religions –

Internationality of spiritualism.

Unit V Credit Hours: 7Hours

Human Rights – Definition – Classification of Human Rights – Rights to Live – Rights to Equality –

Traditional and cultural Rights – Social, political and economic rights – Rights of women - Rights of children–

Exploitation and cruelty to women – Organizations protecting Women’s Rights - Human Rights organizations–

Courts of justice – Safety of women Rights.

Medium of instruction : Tamil and English

Medium of Examination : Tamil and English

Reference Ethics of life and the Great Religions of the world Publication of Sree

Saraswathi Thyagaraja College – 2004.

SEMESTER – II

Core Paper III: General Psychology II

Course Code: N5BPY2T43

Credits: 4 Hours Per Week: 5

This course, involving the study of Basic Psychological processes, is an introductory paper that gives an

understanding about the field of Psychology, introduction of the key concepts, theories, and research methods in

psychology. It focuses on various basic processes underlying human behaviour.

After the completion of this course students will be able 1. To introduce and initiate the student into the world of

Psychology with a brief historical sketch of the science of psychology and a glimpse into the methods used in

the study of human behavior. 2. To understand the fundamental processes underlying human behaviour such as

learning, motivation and emotion, personality and individual differences, dreams and consciousness. 3. To apply

the principles of psychology in day-to-day life for a better understanding of themselves and others.

UNIT I: Learning

Classical conditioning-basics of conditioning, Basic processes-Extinction, Spontaneous recovery,

Generalization, Discrimination, Higher order conditioning, Criticisms and significance of Classical

conditioning.

Operant conditioning-Thorndike’s law of effect, Basics of Operant conditioning, Significance of

operant conditioning.

Reinforcement-Primary, Secondary, Positive, Negative. Punishment-pros and cons. Schedules of

reinforcement. Processes-Generalization, Discrimination, Chaining.

Cognitive learning: Latent learning, Observational learning, Insight learning.

UNIT II: Motivation and Emotion

Motivation: Meaning, Approaches-Instinct, Drive reduction, Arousal, Incentive, Cognitive,

Humanistic-Maslow’s Need hierarchy.

Types-Physiological Motivation [Hunger, Thirst, Sex, Maternal drive], Psychological motivation

[Achievement, Affiliation, Power, Parenting]

Emotion: Meaning, Physiological basis of emotions.

Theories-James Lange Theory, Cannon Bard Theory, Cognitive Theory.

Emotional Expression-display rules, facial feedback hypotheses, facial-effect programme.

UNIT III: Psychology of Individual Differences

Concepts and nature of Individual differences

Intelligence: Theories of intelligence-factor and cognitive theories. Characteristics of Intelligence tests,

Types of Intelligence tests

Determinants of Intelligence: Genetic, Environmental influences. Newer trends

Emotional Quotient, Social Quotient, Spiritual Quotient

Gender Difference: Biological basis of gender difference, Sex difference in brain structure and

cognitive processes

Role of hormones in gender related behaviour, Gender differences in social behaviour, Gender Differences in psychological adjustment, Factor or sources of gender differences.

UNIT IV: Personality

Approaches-Psychodynamic Humanistic, Dispositional (Type and Trait) and Social Cognitive

approach.

Assessment of Personality – Questionnaire, Rating Sales and Projective tests – Characteristics ,

Advantages and disadvantages.

UNIT V: Altered States of Consciousness

Consciousness: Nature, waking, Sleep and Daydreaming - Biological Rhythms: Circadian, Ultradian

and Intradian Sleep – Stages.

Dreams – Content, Links between dream and waking, Culture and dreams. Hypnosis : Meaning,

Induction and Susceptibility, Hypnotic phenomena, stages. Meditation: Meaning, Short term and long-

term effects of meditation.

REFERENCE

1. Morgan, Clifford. T., King, Richard.A., Weisz, John.R., Schopler, John (1993): Introduction to

Psychology, TataMcGraw Hill.

2. Marx, Melvin H. (1976) Introduction to Psychology – Problems, Procedures & Principles,

MacMillan Publishing Co.

3. Hilgard, E.R., Atkinson, R.C., (1979): Introduction to Psychology, Harcourt Brace Jovanovich.

Inc.

SEMESTER – II

Core Paper IV: Life-span Development


Credits -4 Hours per week: 5

Developmental Psychology deals with various developmental concepts across the different stages of life span,

with the nature versus nurture debate as a concurrent theme. It focuses on advancing knowledge of the processes

of change for individuals and groups across the life span Aspects of Psychological development are studied in

the relevant cultural context.

At the end of the course, students will be able to: 1. Understand basic concepts, issues in the field of

developmental psychology. 2. Appreciate principal theories of life span development.

3. Comprehend human development as progressing through different stages. 4. Understand development from

the perspective of physical, motor, cognitive, and psychosocial. 5. Understand the role of family, peers and community in influencing development at different stages.

Chapter I: Introduction to Adulthood

Influences on Vocational planning’

Vocational preference

Marriage and Family life

Chapter II: Young Adulthood

Intellectual development

Vocational adjustment in young adulthood - stability of vocational choice

Work and gender influences

Health & fitness in young adulthood.

Chapter III: Young Adulthood

Marriage and areas of marital adjustment

Parenthood; Factors influencing adjustment to parenthood

Alternate ways to parenthood

Divorce

Chapter IV: Middle Age

Physical changes and health in middle age

Adjustment to physical changes

Work in middle ages; Marital satisfaction in midlife

Relationship with maturing Children

Relationship with aging parents

Chapter V: Old Age

Emptynest syndrome

Preparation for old age

Adjustment problems in old age

Dying and life-fulfilment

REFERENCE

1. Paplaia, Diane B., Olds, Sally, Wendkos(1992): Human Development, Tata McGraw Hill Publishing Co

2. Shaffer, David R(1996): Developmental Psychology, IV Edition, Brooks/Cole Publishing Company

3. Hurlock, E. (1980): Developmental Psychology, Tata McGraw Hill

4. Conger, John.J. and Galambos, Nancy. L. (1997): Adolescence and Youth, 5th edition, Longman, New York

SEMESTER II

Allied Course II –Environmental Psychology


Credits -5 hours: 6

Objectives of Field-Based Learning

Learning occurs in a classroom, laboratory, library or computer room. Nevertheless, for the allied courses in psychology Field-Based Learningis introduced. Learning "in the field" means the teacher takes the students to

the real world situations and they learn through direct interaction with life-situations rather than learning

through indirect presentations of the setting such as textbooks or lectures. This also gives first-hand knowledge

through observations, interactions and other various methods.

Psychologists and social scientists strongly believe that field experiences help students develop a better

understanding and deeper learning, an ability to integrate fragmentary information of different types from

different localities to comprehensive practical learning.

Possible places of learning: Environment conservation group, Coimbatore; Tribal Settlements, Indira Gandhi

National Park, Urban planning office, Rural villages, Shopping Malls, Construction Sites

Introduction:Nature, Scope and Importance of Environmental Psychology(classroom lecture& library)

Visit I: Environment-Human Behaviour Relationships

Visit II. Personal Space, Territoriality, Overpopulation and Urban Environments

Visit III. Crowding, Noise, Toxins, Pollution and stress

Visit IV. Home and Institutional Environments

Visit V. Natural Environments

Visit VI. Environment degradation

References

1. Bell P. A., GreeneT. C., FisherJ. D. (2005) Environmental Psychology (5th Edition) Psychology Press

2. Dinesh Nagar (2006). Environmental Psychology, Concept Publishing company, Delhi

3. Gifford, (1996) Environmental Psychology: Principles and Practice, Pearson

SEMESTER –II

,s']fiyghlj]jpl]lk]

Part -I V kdtsf]fiynahfh

jhs] 1

Credits: 1 Course code: N5BPY2P57

Total Instructional Hours: 50

nehf]fk]:khzth]fs]Fzeynkk]ghl]ow]fhdkjpg]g[f]fy]tpmspj]jy] –nahfthH]t[ kw]Wk] cly]eyk]

gw]wpczh]jy] -ew]Fz']fistsh]j]jYk] kw]Wk] jPaFz']fisj]jtph]j]jYk]-MSikiakjpg]gPL

bra]jy].

myFI Ez]zwpt[/ czu]r]rp/ vz]zk] Muha]jy] / kw]Wk] Mir rPuikj]jy] 10 Hours

kdmikjp kw]Wk] kdmGj]jj]jpy] czu]tpd] g']F- czu]r]rpapd] tiffs]- ,yf]F epu]zapj]jy]-

jd]dk]gpf]if- epidthw]wypd] tiffs]- epidthw]wiytsh]f]Fk] Eqf]f']fs]- thH]j]Jk]gaDk]-

mz]ikfhybjhHpy] El]g';fisf] ifahSjy].

myFII rpdk] jtph]j]jy]/ btw]wpa[k] njhy]tpa[k] 10 Hrs

rpdk]- rpdj]jpw]fhdfhuz']fs]- rpdKk] mikjpa[k] rpdj]jpd] jPatpist[fs] rfpg]g[j] jd]ika[k] kd]dpg]g[k]-

thH]tpd] rthy]fSk] mtw]iwvjph]bfhs]SjYk]- rthy]fspd] Mjhu']fs]- btw]wpa[k] njhy]tpa[k]

njhy]tpfisr] rkhspj]jy] gpur]rpidfisj] jPh]j]jy]- KobtLj]jy]

myFIII kdtsKk] kdpjkjpg]g[k] 10 Hours

kdpjthH]tpy] kdjpd] g']F- kdKk] kdtsKk] kdtsj]jpw]fhdfhuzpfs]- kdpj

kjpg]g[ cau]t[- ew]Fz']fs]- mfpk]ircz]ikciuj]]jy]- jpUlhik - Raf]fl]Lg]ghL- J}a]ik-

kdpjFynrit- ehl]Lg]gw]W kdepiwt[-rkj]Jtk]rfpg]g[j]jd]ik- tpl]Lf]bfhLj]jy] jpahfk]- kd]dpj]jy]-

rPh]]ik- neh]ik- fhynkyhz]ik-Ie]bjhGf]fg]gz]ghL.

myFIV ,is"h]ty]yik 10 Hours

tiuaiwrhj]jpaf]TW jw]nghijarKjhaj]jpy],is"u] ty]yikapd] mtrpak]-

thH]f]ifj] jj]Jtk]- thH]tpd] nehf]fk]- fy]tptHp ,is"u] ty]yik- fy]tpapd] nkd]ik-

nahfKk] ,is"u] ty]yika[k].

myF V kdpjclYk; cly; eyKk; 10 Hours

cly; eyk; - cly; eyj;jpd; mtrpak; - kdpjtsjpwd;fs; - kdpjcly; mikg;g[k; ,af;fKk; - neha;fs; -

neha;fspd; fhuz']fs; - neha; jLg;g[ Kiwfs; - Ie;jpd; mst[Kiw–rkr]rPu; czt[ - cly;

eyj;jpw;FCl;lr]rj]jpd; mtrpak; - kUj;JtKiwfs; gw;wpaxUghh]it.

BOOKS REFERENCES:

1. The world order of Holistic unity-ThathuvagnaniVethathiri Maharishi.

2. kdtsf]fiybjhFg]g[- 1- jj]Jt"hdpntjhj]jphpkfhp#p.

3. kdtsf]fiybjhFg]g[- 2- jj]Jt"hdpntjhj]jphpkfhp#p.

4. kdk]-jj]Jt"hdpntjhj]jphpkfhp#p.

5. Standard Progressive Matrices-IC Raveen.

6. 16 personality factor-Raymond Cattell.

7. Multiple Intelligence-Howard Gatgner.

8. Psychology-Robert A. Baron.

9. Advanced Educational Psychology-G.K.Mangal

10. Light on yoga-BKS Iyenger

11. czt[ Kiw- jj]Jt"hdpntjhj]jphpkfhp#p

SEMESTER- III - \d]whk] gUtk]

gFjp I jkpH] III

Part I Tamil III

jhs; - III

Credits: 3 Course Code : N5BPY3T51-A

Hours Per week: 6 Total Instructional hours: 75

nehf;fk;:

fhg;gpa ,yf;fpa';fspd] tHpna r\ftpay;/ murpay;/ khDltpay; Mfpatw]wpd] rpwg]g[f]fisf]

fw;gpj;jy; ,g;ghlj;jpd; nehf;fkhFk;. fhg;gpaj; njhw;wj;jpw;fhd fhuz';fisa[k; mJ cz;lhf;fpf;fhl;Lk;

gz;ghl;L mirt[fisa[k; mwptij Kf;fpakhff; bfhs;fpwJ.

(,jpfhr';fs;/ fhg]gpa']fs]/ gf;jp ,yf;fpak;/ ,yf;fpa tuyhW - ,jHpay;(jd;Kaw;rp gog;g[),yf;fzk;)

myF I ,jpfhr';fs; gh.nt: 17

fk;guhkhazk; - ke;jiu R{H;r;rpg; glyk;

tpy;;ypghujk; - fpUl;ozd; J}Jr; rUf;fk;(njh;t[ bra;ag;gLfpd;w

50 ghly;fs;)

myF II fhg]gpa']fs] gh.nt:17

rpyg;gjpfhuk; - fdhj; jpwk; ciuj;j fhij

kzpnkfiy - rpiwf;nfhl;lk; mwf;nfhl;lkhf;fpa fhij

rPtfrpe;jhkzp - nfhtpe;ijahh; ,yk;gfk;

myFIII gf;jp fhg;gpa';fs; gh.nt: 15

bghpag[uhzk; - jpUePyfz;l ehadhh; g[uhzk;

Fz';Fo k!;jhd; rhfpg[ - jtk] bgw ntz]Lk] vdy] (5 ghly;fs;)

vr].V.fpUl]ozg]gps;is - ,naRfhtpak] – rpYitg]ghLfs]

myFIV ,yf]fpa tuyhW gh.nt: 12

1. fhg;gpaj;jpd; njhw;wKk; tsh;r;rpa[k;

2.g[uhz';fs; kw]Wk] ,jpfhr';fspd] tsh;epiy

jd;Kaw;rpg; gog;g[ - ,jHpay;

myFV ,yf;fzk; gh.nt:14

ahg;gpyf;fzk; - bra]a[s; cWg]g[f;fs; - gh – gh tiffs;

jz;oay';fhufhg;gpa ,yf;fzk;

ghl E}y]fs]

1. fhg]gpa']fs] - _ ru!;tjp jpahfuh$h fy;Y}hp btspaPL

2015 $^d] btspaPL

2. jkpH; ,yf]fpa tuyhW - K.tujuhrd]


kW gjpg]g[ - 1994.

3. ,jHpay] fiy - kh.uh.ngh.FUrhkp

jhad;gfk;

6 tJ bjU/ v.nf.vk;.$p efh;

jpz;Lf;fy; - 624061

ghh;it E}y;fs]

1. jkpH;f;fhg;gpak; - fhrpuh$d;

kJiuf] fhkuhrh] gy]fiy btspaPL.

2. jkpH;f;fhg;gpa';fs; - fp.th.$fe;ehjd;

Ky;iy epiyak;

9/ ghujp efh; Kjy; bjU

jpahfuha efh;

brd;id – 600 017

3. Tj;Jk; rpyk;g[k; - Kidth;. m.mwpt[ek;gp

rpj;jpuk; btspaPL

15/fiythzp efh;

,yhRg; ngl;il

g[Jr;nrhp – 605 008

4.fhg;gpa nehf;fpy; fk;guhkhazk; - Kidth;.m.ghz;Lu';fd;



mk;gj;J}h; / brd;id – 98

5.fk;gdpd; fhl;rpf; nfhy';fs; - lhf;lh;.m."hdRe;juj;juR

jkpH;r;nrhiyg; gjpg;gfk;

14/Kj;Jf;fUg;gdhh; efh;

,uhr nfhghyg[uk;

g[Jf;nfhl;il – 622 003

ghh;it E}y]fs]

1. g"]rje]jpuk] - Kidth;. Jiu Re;jnurd;

n$hjp yl;Rkp gg;spnf#d;!;

24-135 fw;gfk; mbtd;a[

ehd;fhk; bjU

brd;id - 28

gjpg;g[ - 2006.

2. ey]y jkpH] - Kidth.; f. bts;sp kiy

tp$ah gjpg;gfk;

20/ ,uh$ tPjp

nfhit - 1

gjpg;g[ - 2006.

SEMESTER- III

PART-I, PAPER-III, HINDI


Credits: 3 Course Code : N5BPY3T51-B


(Poetry, History of Hindi Literature, Alankar)

1. POETRY: KAVYA PRASAR – by Dr.Balanath

Publisher: Jawahar Pusthakalay, Sadar Bazaar, Mathura – U.P. 281 001.

( Pracheen – Kabir, Tulsi, Sur & Meera, Aadhunic – Gupth, Prasad, Panth, Nirala, Dinakar, Agneya.

Samakaleen – Kedarnath Singh, Arunkamal & Kathyayini) SHORT NOTES ON POETS – Only the

above mentioned.

2. HISTORY OF HINDI LITERATURE:

Only Aadi Kaal and Bhakthi Kaal. Only a general knowledge of the trends of the difference streams.

3. ALANKAR: Anupras, Yamak, Slesh, Vakrokthi Upama, Rupak, Drishtanth & Virodhabas.

Reference Books: Hindi Sahithya Ka Saral Ithihass by Rajnath Sharma,

Vinod Pustak Mandir, Agra – 282 002.

Kavya Pradeep, Rambadri Shukla,

Hindi Bhavan, 36, Tagore Town, Allahabad – 211 002.

Anuvadh ABYAS-III

Dakshin Bharath Hindi Prachar Sabha, Chennai – 17.

SEMESTER- III

PART-I, PAPER-III, MALAYALAM


Credits: 3 Course Code : N5BPY3T51-C


Poetry


Unit I, II & III A part of Ezuthachan’s Work

Unit IV & V A Khandakavya of Kumaranasan

Text Books Prescribed:

Unit I, II & III Karnnaparvam – Ezuthachan (Poorna Publications, Calicut)

Unit IV & V Veenapoovu-Kumaranasan (D.C. Books, Kottayam)

Reference books:

1. Kavitha Sahithya Charitram – Dr. M. Leelavathi (Kerala Sahithya Academy, Trichur)

2. Kairaliyude Katha –Prof. N. Krishna Pillai (NBS, Kottayam)

3. Kavitha Dwani – Dr. M. Leelavathi (D.C. Books, Kottayam)

4. Aadhunika Sahithyacharithram Prasthanangalilude – Dr. K. M. George (D.C. Books,

Kottayam)

5. Padya Sahithya Charithram – T. M. Chummar (Kerala Sahithya Academy, Trichur)

SEMESTER- III

PART-I, PAPER-III, FRENCH


Credits: 3 Course Code : N5BPY3T41-D


Prescribed text : ALORS II

Units : 1 – 5





Tel : 011 – 23852986 / 9650597000


gFjp - IV mog]gilj] jkpH] –I

Part IV Basic Tamil I

Credits : 2 Course Code :N5BMA3T56-A

Hours per week: 2 Total Instructional hours: 27

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;

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myF V fij kw]Wk] ghly]fs] - bghUs] tpsf]fk] jUjy]. gh.nt:06


gFjp - IV rpwg]g[j]jkpH]]]–I

Part IV Advanced Tamil I

Credits: 2 Course Code : N5BMA3T56-B

Total Instructional hours: 27

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fhyr;RtL gjpg;gfk;

669 - nf.gp.rhiy/ ehfh;nfhtpy; - 01

SEMESTER-III

NON-MAJOR ELECTIVES 1: ENGLISH FOR COMPETENCY - I

Credit:2 Course Code:N5BPY3T57-C


Course Objective:To prepare students for competitive examination and interviews

Unit I Grammar 6 Hours

Number - Subject - Verb Agreement- Articles - Sequence of tenses- Common Errors

Unit II Word Power 6 Hours

Idioms and phrases - One word substitutes – Synonyms - Antonyms -Words we often confuse –

Foreign words and phrases - Spelling

Unit III 5 Hours

Reading and Reasoning

Unit IV Writing Skills 5 Hours

Paragraph - Précis writing - Expansion of an idea - Report writing - Essay - Letters – Reviews(Film and

Book)

Unit V Speaking 5 Hours

Public speaking - Group Discussion - Interview - Spoken English

Suggested Reading

English for competitive Examination, V. Saraswathi and Maya K. Mudbhatkal, Emerald Publishers, 2004

SEMESTER III

Core paper V: Social Psychology

Credits : 5 Course Code:N5BPY3T53 Hours:4

The purpose of this course is to introduce the students to the field of social psychology. There are three major

sub-goals: To explain how social psychologists think about and study human behavior. The basic principles and

processes of human social behavior and the social consciousness of the individual and groups are covered.

Contemporary interests and tendencies that grow out of community life are stressed.

Unit-I: Social Psychology Introduction

Definition and scope

History of social Psychology

Culture and Social Behaviour

Unit-II: Social Cognitive and Perception

Schema, Heuristics, Negative bias

Automatic and Control processing

Rationality and affects in cognition

Nonverbal communication, Attribution, Impression Formation

Unit-III: Attitude, Attraction and Relationships

Formation of attitudes, Stereotypes, Prejudice, Discrimination

Similarity and mutual liking

Close relationship - Romantic relationship - Marriage relationship

Unit- IV: Social Influence

Social conformity - Obedience to authority

Prosocial behavior, Aggression , Groups and belongingness

Unit – V: Application of social Psychology

Social Psychology and the Legal System - Social cognition and the Legal System

Health: The role of attitudes in personal health & Promoting a healthy life style, obesity: Social

Psychological perspective on a major threat to health.

Stress: its causes, effects and control - work related attitudes – the nature and effects of job satisfaction

References Book:

1. Baron, Robert A, Branscombe, Nyla R,; Byrne, Donn ( 2010) 12th Edition, Social psychology,

Pearson Education.

2. N.K.Chadha, Social Psychology, Latest edition published by MacMillan India. 2012-12-14

3. Hollway, W. (2006). Psychoanalysis in social psychological research. The Psychologist, 19(9), 544-

545. 4. David Myers , 6th edition Published January 25th 2011 by McGraw-Hill Humanities/Social Science

5. Eliot R.Smith and Diane M.Mackie Social Psychology, 3rd Edition.

SEMESTER III

Core paper VI: STATISTICAL METHODS IN PSYCHOLOGY

Credits : 5 Course Code: N5BPY3T54 Hours : 4

Students are expected to become familiar with the use of a range of statistical techniques that are commonly

used in psychological research. They should be able to decide, upon receiving a data set and a research question,

the kinds of statistical tests that are relevant to answering the question. They should be able to accurately

compute the relevant statistical tests, and they should be able to clearly and correctly interpret the test’s result in

ordinary language.

UNIT -I : Introduction

Meaning and Definition of statistics –Characteristics of statistics

Nature and scope of statistics- Uses and limitations of statistics- Meaning and Definition of variable- Dependent variable- Independent variable- Descriptive statistics- Inferential Statistics

Application of statistics in Psychology

UNIT –II: Organization of Data

Introduction –Meaning of Enquiry- Planning and Designing of Enquiry

Primary Data- Secondary Data –Framing a schedule – Classification and Tabulation of Data-

Frequency Distribution - Diagrammatic and Graphic Representation of Data- Cumulative Percentage-

Frequency

UNIT-III: Measures of Central Tendency

Characteristics and Types of Measures - Meaning and purpose of measures of central tendency

Characteristics and Uses of Mean, Median and Mode –Computation of Mean, Median and Mode.

Meaning Purpose and Uses of Percentiles and Percentile Ranks – Its Application in Psychology.

UNIT –IV: Measures of variability

Concept of Variability –Meaning and Importance of Variability – Range – Quartiles quantity

Deviations –Mean Deviations – Standard Deviations – Computation and Uses

UNIT-V: General Introduction of Parametric and Non-Parametric Tests

Meaning and characteristic of Correlation and Types. T - Tests

Application of Statistic in Psychology Classification of analysis

REFERENCE:

1. Kumar, P.(2006). Psychologucal Statistics,1st edition, Jaipur:Aavishkar Publishers.

2. Bhandarkar, K.M. (2006). Statistics in education, 1st edition, Hyderabad: Neelkamal.

3. Garrett, H.E. (2004). Statistics in Psychology and Education, 6th Edition, New Delhi: Paragon International Publishers.

4. Guilford, J.P., and Fruchter.(1987). Fundamental Statistics in Psychology and Education, 6th

Edition, Singapore: McGraw Hill.

5. Mangal, S.K. (2004).Statistics in Psychology and Education, 2nd Edition, new delhi: Prentice hall.

SEMESTER III

Allied Course III – Practicum in Developmental Psychology

Credits - 5 Course Code: N5BPY3R55 hours 6

This is an advanced course on Developmental Psychology in which students are initiated to learning through

fieldwork in different development issues in human life –span. All students will be oriented to lifespan

observation in the form of unsupervised field practical experience and limited exposure to research related to the

field of study. Completion of Life Span Development I & II are prerequisite for this course

Objectives: At the end of the practicum students shall be able to

gain concrete knowledge of human life cycle from conception to death

gain knowledge to understand and apply the major theories, concepts of development in the Indian context

become familiar with some of the most significant findings and unresolved contemporary issues in

development psychology

develop some measures of critical thinking in evaluating developmental theories and research

be able to apply developmental concepts to their life and the lives of others

Learning Methodology and Evaluation: The course emphasizes personal learning of the students shown in the

ability to respond in a self-reflective, focused, and coherent manner. Therefore, students are expected to show

depth of knowledge in oral presentation as well as written reports. Each student will be assigned a coordinator.

Students will choose a centre or institution where they can study or observe some aspects of human

development. Students will be spending a compulsory 50 hours inside any organization for practicum.

For internal evaluation, a seminar presentation (in group) based on a significant research in development

psychology in the assigned dates during the semester period. A final case study report should be submitted for

final external evaluation.

Seminar presentation 20%

Consultation with mentor 20%

Field visit 20%

written report 20%

Final oral presentation 20%

Reading Materials:

1. Billman (1996). Observation and Participation in Early Childhood Settings: A Practicum Guide, Birth

through Age Five, Pearson

2. Cochrane S (1998). Learning Through Field: A Developmental Approach, Pearson

SEMESTER III

Skill based course I

Testing and Assessment in Psychology

Credits : 2 Course Code: N5BPY3T56 Hours:3

Unit 1: Introduction

History of Psychological tests : The first experimental psychologist

Nature, Functions of Psychological Tests

Testing and assessment

Unit 2: Formation and administration

Psychometric tests as clinical tools

Reliability and validity

Test Administration

Other assessment modalities

Unit 3: Tests and Assessments

Self report inventories and bias

Projective tests - T.A.T. Rorschach test

Drawing and sentence completion. Computer assisted tests

Unit 4: Measuring Various Psychological Abilities

Intelligent tests: Meaning of an IQ – Motivation and Intelligence – Factor analysis of Intelligence

Measurement of Aptitude and Abilities

Interest Inventories

Personality Testing

Unit 5: Testing Special Population

Infant and Pre-school testing

Assessment of mentally retarded

Tests for physically challenged

Autism, ADHD

Reference Books: 1. Anastasi (1998). Psychological Testing. New Delhi : McMillan.

2. Paul Kline (1993). The Hand Book of Psychological Testing. London : Routlege.

3. L.J. Cronbach (1972). Essentials of Psychological Testing. New York: Harper and Row.

4. Kusum Mathur (1983). Psychological Testing. Agra : Vinod Pustak Mandir.

SEMESTER- IV-ehd]fhk] gUtk]

gFjp I jkpH] IV

Part I Tamil IV

jhs; - IV

Credits : 3 Course Code : N5BMA4T51-A


nehf;fk;:

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bghUz;ikfshf tps']Ftij vLj;Jiuj;jy; ,g;ghlj;jpd; nehf;fkhFk;.

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(34/35/138/139/183/418/420/466/467/618/1094/1100/1114/1120/

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(05/10/22/28/37)

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Mrhuf; nfhit - 05 ghly;fs;

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mk;gj;J}h; / brd;id - 98

,uz;lhk; gjpg;g[ - 2007

ghh;it E}y;fs]

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mk;gj;J}h; / brd;id - 98


2. gjpbdz; fPH;f;fzf;F

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bjw;F c!;khd] rhiy

jp.efh;/ brd;id -17/gjpg;g[ - 2007.

SEMESTER- IV

PART-I, PAPER-IV, HINDI


Credits: 3 Course Code : N5BMA4T51-B


1. DRAMA: BAKRI

Sarveshwar Dayal Saksena

Publisher : Vani Prakashan New Delhi – 110 002.

2. NOVEL : GABAN - Premchand

VEERENDRA KUMAR MISHRA

Publisher : Rajkamal Prakashan New Delhi.

3. GENERAL ESSAY :

Book for reference :Aadarsh Nibandh Vinodh Pustak Mandir Hospital Road, Agra – 282 002.

4. TRANSLATION: HINDI – ENGLISH only

ANUVADH ABHYAS – III (17-30 Lessons only)

PUBLISHER: Dakshin Bharath Hindi Prachar Sabha, Chennai – 17

SEMESTER- IV

PART-I, PAPER-IV, MALAYALAM


Credits: 3 Course Code : N5BMA4T51-C


Drama & Folklore

This paper comprises the following five units:

Unit I, II & III A Drama

Unit IV & V Folklore

Text Books Prescribed:

Unit I, II & III Lankalakshmi – C. N. Sreekantan Nair (D.C. Books, Kottayam)

Unit IV & V Oru Vadakkanveeragatha – M.T. Vasudevan Nair

(Puthariyamkam, Sahithya Kairali Publications, Bhagavathinada P.O, Balaramapuram,

Trivandrum, 695501)

Reference Books

1. Natyasasthram, K.P. Narayana Pisharodi, Trans. (Kerala Sahithya Akademi, Thrissur).

2. Malayala Nataka Sahithya Charithram, G. Sankara Pillai (Kerala Sahithya Akademi,

Thrissur).

3. Malayala Nataka Sahithya Charithram, Vayala Vasudevan Pillai (Kerala Sahithya

Akademi Thrissur).

4. Natakam – Oru Patanam (C. J. Smaraka Prasanga Samithi, Koothattukulam).

5. Natakaroopacharcha, Kattumadam Narayanan (NBS, Kottayam)

6. Folklore – Raghavan Payyanadu (Kerala Bhasha Institute, Trivandrum)

SEMESTER- IV

PART-I, PAPER-IV, FRENCH


Credits: 3 Course Code : N5BMA4T41-D


Prescribed text : ALORS II

Units 6 – 10





Tel : 011 – 23852986 / 9650597000

SEMESTER – IV

ENGLISH FOR ENRICHMENT – IV

Credits: 3 Course Code : N5BMA4T52


Course Objective: To expose the students to various genres of literature.

Skill Set To Be Acquired: On successful completion of the course, the students should have acquired.

• Knowledge about genres of literature

• Confidence to handle practical situation

UNIT I 15 Hours

Pygmalion – G.B. Shaw - Act I & II

UNIT II 15 Hours

Pygmalion – G.B. Shaw - Act III, IV & V

UNIT III 15 Hours

With the Photographer - Stephen Leacock

Indian Weavers- Sarojini Naidu

The Last Leaf- O’Henry

UNIT IV 15 Hours

A Snake in the Grass –R.K .Narayan

Solitude- Alexander Pope

The Fly- Katherine Mansfield

UNIT V 15 Hours

At School- Mohandas Karamchand Gandhi

The sunne Rising-John Donne

The Nightingale and the Rose-Oscar Wilde

Suggested Reading

Pygmalion, G.B. Shaw, Jainco Publishers, Delhi .

Current prose for better learning edited by Vimala Rama Rao,Macmillan India Limited,2009

Strings of Gold vii edition part I An Anthology of Poems edited byJasbir Jain,Macmillan India

Limited,2008.

Short Stories for all times edited by Dr.R.N.Shukla,Macmillan India Limited,2007

SEMESTER- IV - ehd;fhk; gUtk]

gFjp - IV mog]gilj]jkp H;–II

Part IV Basic Tamil II

Credits: 2 Course Code: N5BMA4T57-A


myF I brhw]bghUs] tpsf]fk]. gh.nt:05

kyh]fs]/ fha]fs]/ Ritfs]/gH']fs]/

cly] cWg]g[fs].

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SEMESTER- IV - ehd;fhk; gUtk]

gFjp - IV rpwg]g[j]jkpH]]]–II

Part IV Advanced Tamil II

Credits: 2 Course Code: N5BMA4T57-B


myF –I r']f ,yf]fpak; – mfk]] gh.nt:05

ew]wpiz - tpy]yhg]g{tpd] - Re]juj]jdhh]

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myF IV ciueil E}y] - tz]zjhrd] -mfk] g[wk] gh.nt:06

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khzth]fs] bfhz]lhoa tpHh Fwpj]J mth]fis vGj itj]jy].

ghh]it E}y]

jkpH; ciueilapd; njhw;wk; tsh]r]rp - f.ifyhrgjp

epa{ br"]Rhp g[j]jf epWtdk]/ brd;id.

SEMESTER- IV

GENERAL KNOWLEDGE AND ENGLISH FOR COMPETENCY-II

Credit:2 Course Code:N5BMA4T37-C


Course Objective: To prepare students for competitive examination with general knowledge.

Unit I 6 Hours

Ancient History (before Mughal Period)

Mughal History

British Period

Freedom Struggle

Indian Constitution (Indian Policy)

Unit II 6 Hours

Indian Geography, Indian Economics, Sports and Awards

Unit III 5 Hours

Science and Technology

Chemistry, Physics, Botany, Zoology and Environment Studies

Unit IV 5 Hours

Constructing Passages

Comprehension

Unit V 5 Hours

Sentence Completion

Spotting Errors

Suggested Reading

English for Competitive Examination, R. P. Bhatnagar and Rajul Bhargava, Special Edition Macmillan

India Limited, 2007 Renu General Knowledge Book

SEMESTER IV

Core Paper VII - EXPERIMENTAL PSYCHOLOGY

Credits :4 Course Code: N5BPY4P53 Hours: 5

This is a laboratory based course. Experimental psychology uses a variety of different research methods and

tools to investigate human behavior. Students will be introduced to various basic experiments conducted in

understanding simple concepts in psychology. The students are required to complete 12 experiments. Six

experiments are common and compulsory to all and Six experiments are selected by students based on their

interest and future job orientation.

. LEARNING

1. Trial and error learning.

2. Human maze learning (T shape).

3. Mirror drawing (effects of punishment learning)

INTELLIGENCE

4. Seguin form board test

5. Multidimensional aptitude battery-II-MIB

IMMAGINATION THINKING AND REASONING

6. Concept formation

7. Stroof effect test materials

ATTENTION

8. Tachistoscope apparatus with cards

9. Span of attention

10. Distraction attention

PERCEPTION

11. Muller lyre Apparatus

12. Colour Blindness Test

SUGGESTION

13. Size and weight illusion box (14 weights)

MOTOR CO-ORDINATION TEST

14. Two hand co-ordination with error counter

15. Steadiness tester electrical - simple

REFERNCES:

1. Anastasi & Urbina (2010), Psychologucal Testing (7th Ed.).New Delhi: PHI Learning Pvt Ltd.

2. Rajamanickam (2005), Experimental Psychology,Vol I & II. New Delhi: Concept Publishing

Company.

3. Freeman F.s: Theory and Practice of Psychological Testing, New Delhi: : Oxford and IBH

Publishing Co.1976.

4. Woodworth, R.S. & Schlosberg, H. (reprint 2008, 6th ed.), Experimental Psychology. ND: Oxford

& IBH Publishing Co. Pvt. Ltd.

SEMESTER IV

Core Paper VIII

Organization of Guidance & Counselling services

Credits 5 Course Code: N5BPY4T54 Hours 5

Unit I: Introduction

Need for Guidance & Counselling services

Meaning, Nature and Types

Objectives, Functions and Principles

Unit-II History and Development

The History of Guidance & Counselling Services

Methods of Guidance & Counselling

Difference between Guidance and Counselling.

Testing and Non-Testing Devices in Guidance & Counselling

Unit-III Organising Guidance & Counselling Services in the School

Essential Features and Principles of a Guidance Programme

Class Talks and Parents’ Role in Guidance

Pupil Personal Records

Personal Guidance: Need and Principles

Unit-IV Guidance Services

Adolescence issues

Adjustment of students

Students Solving Educational and Learning Problems

Guiding slow learners and gifted children

Career counselling and vocational guidance

Unit-V General Issues and current trends

Salient features of Guidance & Counselling Services around the globe

Organisation and Popularisation of Guidance & Counselling Services in India

Agencies: NCERT and Others

Career Resource Centre: Its Importance

Reference BookS:

1. Aggarwal J.C. (2012). Educational vocational guidance & counselling, Doaba House, Delhi-110006

2. Kochhar, S.K. (2012): Educational and Vocational Guidance in Secondary Schools, New Delhi: Sterling Publication.

3. Chauhan, S. S. (2008). a book of Principles and Techniques of Guidance. Up: Vikas Publishing

House Pvt Ltd.

4. Pandey, K.P.(2000), Educational and Vocational guidance in India. Varanasi :Viswa Vidyalaya

Prakashan

5. Nayak, A.K. (2007). Guidance and Counselling, APH Publishing corporation, Delhi

6. Ismail, T. , Krishnan, D. (2013)., Guidance and Counselling, APH Publishing Corp., New Delhi

SEMESTER IV

Skill based paper II-Positive and Health Psychology

Credits : 2 Course Code: N5BPY4R55 Hours:3

Course description

Positive psychology is the scientific study of optimal human functioning to help people flourish. Health

psychology deals with various elements, other than biological, that play a vital role in health and illness. This

course will talk about traditional healings around the globe, in India and provide an overview of various

traditional and indigenous issues as well as modern concepts in this relatively new and rapidly-growing

psychological sub-discipline.

Objectives:

This course will give knowledge about the importance and significance of psychology in health, illnesses, and

various healing traditions. This course will examine various traditional as well as biological conditions from the

etiology, prevention, and treatment but through a psychological perspective. It is a skill based course to help

students to apply positive interventions in various areas of professional psychology, such as clinical, health,

education, organization and community.

1. Health Psychology: Nature, Scope and development of Health Psychology. Models of Health: Biomedical,

Biopsychosocial, Eastern Approaches: Ayurveda, Siddha, Zen, Buddhism. Culture and healing

2. Traditional Indigenous Healings: Shamanic, Religio-magical healings, Delusive healers, alternative healings,

Integrating western and eastern approaches of health.

3. Health and Stress: Nature and types of stresses, Causes and consequences of stress, Stress Management,

Moderators of Stress, Work-life balance and modern living

4. Positive Psychology: Positive approach to life, Positive relationships, Spirituality and happiness, Altruism

and forgiveness, Positive Emotions and Well- Being, cultivating positive emotions. Positive Traits,

personality, emotions and biology, positive beliefs.

5. Health assessments and promotion: Quality of life scales, health indices checklist, lifestyle evaluation and

coping scales, health promotion strategies, psychological intervention, lifestyle modification techniques,

relaxation and bio-feedback methods.

References

1. Taylor, S.E. (1995). Health Psychology, New Delhi : Tata McGraw Hill.

2. Misra, G. (Ed.) (1999). Psychological perspectives on stress and health; New Delhi : Concept

Publishing Company.

3. Janetius, S.T. (2013). Delusive Healers of India, Amazon Publishing.

4. Wong, P. T. P. (Ed.). (2012). The human quest for meaning: Theories, research, and

applications (2nd ed.). New York, NY: Routledge. 5. Snyder. R, S. (2007). Positive Psychology: The Scientific & Practical exploration of human strengths.

New Delhi: Sage Publications.

6. Lopez & Snyder (2009): Oxford Handbook of Positive Psychology

SEMESTER IV

Skill Based Course III-Multicultural Psychology

Credits : 2 Course Code: N5BPY4T56 Hours:3

Multicultural psychology is the systematic study of all aspects of human behavior as it occurs in settings

where people of different cultural/ethnic backgrounds encounter each other. This course will introduce the

students to some basic concepts and topics in Multicultural Psychology through lectures, discussions, and

cultural-contextual references and experiential learning methods. Students will be exposed to: their own

culture and worldview, compare and contrast with worldviews elsewhere, cultural identity development,

process of acculturation/assimilation, means of communication, cultural issues related to human and

personality development, stereotyping, prejudice, discrimination and racism, and building multicultural

competence.

Unit I: Introduction

Introduction to Culture

Cross-culture and Multicultural Psychology

Indigenous psychology, Need for multi-cultural Psychology today

Unit II : Ethnicity & culture

Genetic base of human diversity

Racism and discrimination

Cultural uniqueness and diversity

Unit III: Identity and value formation

Identity James Marcia Identity Status Model

Three level model of personal identity development

Personal/Societal Value development

Unit IV: Worldview

Worldview and cultural identity

Life style and Health concepts

Unit V: Multicultural competency

Cultural absolutism, Universalism & Relativism

Acculturation and assimilation

Multicultural teaching & Multicultural therapy

References

1. Mio, J., Et al. (2005). Multicultural Psychology

2. Hall, G., Barongan, C., (2002). Multicultural Psychology

3. Siraev, & Leus, D.(2000).Cross-cultural psychology: critical thinking & contemporary application

4. Gonzales, Danielle. (2008). Multicultural School Psychology Competencies: A Practical Guide.

Sage Publications.

SEMESTER V

CORE IX: ABNORMAL PSYCHOLOGY I


Credits: 5 Hours: 6

Learning Objectives:

To make the students aware of the maladaptive behavior in humans;

To make them known upon causes and risk factors of many disorders;

To help them learn the appropriate treatment programmes;

To provide effective counselling in the clinical set up.

UNIT I: Introduction: (14 Hours)

Meaning – Historical Background – Recent Concepts of Abnormal Psychology – Epidemiology of

Maladaptive Behavior

Theoretical Perspectives on Maladaptive Behavior – Biological – Psychodynamic – Behavioural –

Cognitive – Humanistic and Existential – Community Cultural Perspective

UNIT II: Classification and Assessment: (14 Hours)

Categories of Maladaptive Behavior –Advantages and Disadvantages – Vulnerability, Resilience and Coping – Multiaxial Approach – DSM IV TR – Major Diagnostic Categories – Evaluation

Assessment – Interview – Intelligence Tests – Neuropsychological Tests – Personality Assessment –

Behavioural Assessment – Cognitive Assessment – Relational Assessment – Bodily Assessment

UNIT III: Stress, Coping, Maladaptive Behavior in the Body (15 Hours)

Stress and Coping – Stressful Situations and Life Transitions – Clinical Reactions to Stress – Treating

Stress Related Problems

Biopsychosocial Model – Behavioural Medicine and Health Psychology – Stress and Illness – Eating

Disorders – Sleep Disorders- Psychophysiological Disorders – Diagnostic Dilemmas

Bodily Preoccupation – Somatoform Disorders – Pain Disorders – Somatization – Conversion –

Hypochondriasis – Body Dysmorphic Disorders – Factitious Disorders and Malingering

UNIT IV: Substance Related Disorders and Personality Disorders (15 Hours)

Substance Use Disorders – Substance Induced Disorders – Alcohol Related Disorders – Other Drugs

Classifying Personality Disorders – Odd or Eccentric Behavior – Dramatic, Emotional or Erratic

Behavior- Anxious or Fearful Behavior – Treatment of Personality Disorders

UNIT V: Disorders of Childhood and Adolescence: (14 Hours)

Externalizing Disorders- Internalizing Disorders – Other Childhood Disorders – Pervasive

Developmental Disorders – Mental Retardation

Learning Outcomes:

The students will be abler to categorize disorders as either neurosis or psychosis;

They could very well frame differential diagnosis for the cases they take during internships;

They can get a clear idea on their own problems and how to overcome them.

Textbook:

Sarason, I. G., &Sarason, B. R. (2005). Abnormal Psychology - The Problem of Maladaptive Behaviour (11th

edition). New Delhi: PHI Learning Pvt Ltd.

Reference Books:

Carson,R.C., & Butcher,J.N. (2007). Abnormal Psychology (13th edition).New Delhi: Dorling Kindersley

(India) Pvt. Ltd [Licensee of Pearson].

Butcher,J.N., & Mineka,S. (2015). Abnormal Psychology (15th edition).New Delhi: Pearson India Education

Services Pvt Ltd.

Alloy,L.B.,&Riskind,J.H. (2006). Abnormal Psychology Current Perspectives (9th edition). New York: Tata McGraw Hill Publishers.

Lemma, A. (1996).Introduction to Psychopathology. New Delhi: Sage Publication Limited.

PREPARED BY: V Jebha Rosammal VERIFIED BY: Ashwanth Kanna V

SEMESTER V

CORE X: INDUSTRIAL PSYCHOLOGY I


Credits: 5 Hours: 5

Learning Objective:

To understand the basic concepts under industrial psychology;

To know the scientific management and Hawthorne experiments;

To comprehend motivation in the industry and job satisfaction;

To learn the basic ideas under leadership, group dynamics and organizational culture.

UNIT I: Introduction to Industrial Psychology (13 Hours)

Definition of Industrial Psychology

Characteristics of Industrial Psychology

Scope of Industrial Psychology

Basic Concepts in Industrial Psychology

Major Fields of Industrial Psychology

UNIT II: Scientific Management and Hawthorne Experiments (13 Hours)

Scientific Management – Time and Motion Study – Principles of Motion Economy – Contribution of Time and Motion Studies

Taylor’s Four Principles – Evaluation of Scientific Management

Hawthorne Studies – Importance – Illumination Studies- Relay Assembly Test – Mass Interviewing

Programme – Bank Wiring Room Study

Democratic Humanism – Quality of Work Life Paradigm

UNIT III: Motivation and Job Satisfaction (12 Hours)

Need for Motivation at Work

Motivation Theories – Modern Theories To Work Motivation

Types of Motivation - Motivating Factors

Job Satisfaction – Definition – Factors affecting Job Satisfaction – Organizational Factors causing Job

Satisfaction – Consequences – Measuring Job Satisfaction

UNIT IV: Leadership and Group Dynamics (12 Hours)

Leadership Styles – Approaches to Leadership – Leadership Skills – Corporate Social Responsibility

Group Dynamics – Definition – Theories of Group Formation

Development of Groups – Group Cohesiveness – Group Think

Formal Groups - Informal Groups – Differences between Working Group and Teams

UNIT V: Organizational Culture (10 Hours)

Definition – Levels – Theories – Characteristics of Organizational Culture

Organizational Culture Profile

Types – Functions – Importance of Organizational Culture

Changing Organizational Culture

Learning Outcome:

The students will know how psychology can be useful in the industrial setup;

They will know basic concepts of motivation, job satisfaction and how to apply them;

They will understand the importance of leadership and group dynamics.

Textbook:

Singh, N. (2011). Industrial Psychology. New Delhi: Tata McGraw Hill Education Pvt Ltd.

Reference Books:

Blum,M.L., &Naylor,J.C. (2004). Industrial Psychology.New Delhi: CBS Publishers & Distributors

Pvt Ltd. Harrell,T.W. (1964). Industrial Psychology.New Delhi: Oxford & IBH Publishing Co Pvt Ltd.

Aamdot,M.G. (2001). Industrial / Organizational Psychology. New Delhi: Cengage Learning India Pvt

Ltd.

Nair,S. (2013). Industrial and Organisational Psychology. New Delhi: Nidhi Prakashan Publishers.

PREPARED BY: Gomathi A VERIFIED BY: Ashwanth Kanna V

SEMESTER V

CORE XI: EDUCATIONAL PSYCHOLOGY


Credits: 5 Hours: 5

Learning Objective:

To help the students realize the importance of various models in education;

To help the students know the cultural diversity in the classroom setting;

To help them understand the extremities in the intellectual functioning.

UNIT I: Introduction to Educational Psychology (12 Hours)

Historical Background – Effective Teaching – Professional Knowledge and Skills – Commitment and

Motivation

Cognitive Development – The Brain – Piaget’s Theory – Vygotsky’s Theory – Language Development

UNIT II: Social Contexts and Socioemotional Development (12 Hours)

Contemporary Theories – Bronfenbrenner’s Ecological Theory – Erickson Life Span Development Theory

Social Contexts – Family – Peers – Schools

Socioemotional Development – The Self – Moral Development

UNIT III: Individual Variations and Sociocultural Diversity (12 Hours)

Learning and Thinking Styles – Impulsive/ Reflective Styles – Deep/ Surface Styles – Personality and

Temperament

Culture – Socioeconomic Status - Ethnicity - Bilingualism - Exploring Gender Views – Multicultural

Education

Educating Children with Disabilities and Children who are Gifted

UNIT IV: Social Constructivist Approaches and Managing Classroom Setting: (13 Hours)

Social Constructivism – Situational Cognition – Teachers and Peer as Joint Contributors – Scaffolding

– Cognitive Apprenticeship – Tutoring – Cooperative Learning

Structuring Small Group Programs – Social Constructivist Programs

Need to Manage Classroom Setting – Designing the Physical Environment – Creating a Positive

Environment for Learning – Being a Good Communicator – Dealing with Problem Behaviours

UNIT V: Planning Instruction and Technology (11 Hours)

Instructional Planning – Time Frames and Planning

Teacher Centered Lesson Planning and Instruction

Learner Centered Lesson Planning and Instruction

Technology and Education

Learning Outcome:

The students will be able to understand the psychological aspects seen in the classroom;

They will be knowing role of motivation in the student learning for the exams;

They will be able to know importance of diversity of culture in the school.

Textbook:

Santrock, John W (2011). Educational Psychology (4th edition): Tata McGraw Hill Education Pvt Ltd

New Delhi

Reference Books:

Aggarwal,J.C.(2009). Essentials of Educational Psychology (2nd edition). Noida: Vikas Publishing House Pvt

Ltd. Sindhu, I.S. (2013). Educational Psychology. New Delhi: Dorling Kindersley (India) Pvt. Ltd[Licensee of

Pearson].

Woolfolk, A. (2004). Educational Psychology (9th edition). New Delhi: Dorling Kindersley (India) Pvt. Ltd.

Ormrod, J.E. (2000). Educational Psychology – Developing Learners. New Jersey: Merril Publishers.


SEMESTER V

ELECTIVE I: CONSUMER BEHAVIOUR


Credits: 5 Hours: 6

Learning Objective:

To help the students understand the buying behavior of consumers

To make them aware of the psychological aspects behind consumer expectation

To help them realize the perception and motivating factors seen in consumers

UNIT I: Consumer Behavior – An Introduction: (14 Hours)

Consumer Behaviour Meaning – Marketing Concept- Segmenting, Targeting and Positioning –

Marketing Mix – Consumer Behavior and Brand Success

Providing Consumers with Value - Ensuring Customer Satisfaction – Consumer Trust – Consumer

Retention

Market Segmentation – Criteria for Effective Targeting – Bases for Segmentation – Implementing

Segment Strategies

UNIT II: The Consumer as an Individual: (15 Hours)

Motivation as a Psychological Force – Nature of Personality – Personality and Understanding Consumer Behavior – Brand Personality.

Consumer Imagery – Consumer Involvement and Passive Learning – Outcomes and Measures of

Consumer Learning

Communication and Consumer Behavior – Source as Message Initiator – Receivers as Target Audience

– Media as Channels for Transmitting Messages – Designing Persuasive Messages

UNIT III: Consumer in their Social and Cultural Settings: (14 Hours)

The Changing Family – Socialization and Related Roles of Family Members – Family Decision

Making and Consumption Related Roles – Family Life Cycle – Social Class – Measurement- Selected

Consumer Behavior Applications of Social Class

Cultural Aspects of Emerging Markets – Cross Cultural Consumer Analysis – Alternative

Multinational Strategies

UNIT IV: Consumer Decision Making Process (14 Hours)

Diffusion and Adoption of Innovations – Diffusion Process – Adoption Process – Profile of Consumer

Innovator

Consumer Decision – Levels of Consumer Decision Making – Four Views of Consumer Decision

Making – Category Based Decision Making – Models of Consumer Decision Making – Relationship

Marketing

UNIT V: Marketing Ethics and Social Responsibility: (15 Hours)

Exploitive Targeting – Marketing to Children – Overaggressive Promotion – Precision Targeting –

Selling Pharmaceuticals to Customers

Manipulating Consumers – Forced Exposure to Advertising – Covert Marketing – Tinkering with

Consumer Perceptions – Socially Undesirable Representations – False or Misleading Advertising

Social Responsibility – Social Beneficial Causes – Cause Related Marketing – Green Marketing –

Consumer Ethics

Learning Outcome:

The students will be able to know the choices made by consumer before making a purchase decision

They will be able to help the marketing agencies to promote products using effective advertisements

They could be helpful in aiding consumer to make the appropriate decision making

Textbook:

Schiffman., Leon,G., Kanuk., &Lazar, L. (2010). Consumer Behaviour(10th edition). New Delhi: Dorling

Kindersley (India) Pvt. Ltd.

Reference Books:

Loudon, D.L., Della,B., & Albert,J.(2008). Consumer Behaviour – Concepts and Applications (4th edition). New Delhi: Tata McGraw Hill Education Pvt Ltd.

Gupta,S.C., & Pal,Sumitra (2010). Consumer Behaviour – Indian Perspective. New Delhi: Sultan Chand & Sons

Gupta,R.C.,& Jain,T.C. (2011). Consumer Behaviour. New Delhi: Alfa Publications.

Pasricha, S. (2007).Consumer Psychology. New Delhi: Deep & Deep Publications.


SEMESTER V

SKILL BASED COURSE IV: LEARNING DISABILITIES


Credits: 2 Hours: 4

Learning Objective:

To help the students know the causes of learning disability in school children;

To make them aware of the modes of education and special schools available to cater the needs of

special children;

To know the special teaching methods for the special population.

UNIT I: Introduction to Learning Disabilities: (10 Hours)

Definition – Two Major Group of Theorists in Clinical and Classroom Transition Phase

Etiology of Learning Disabilities – Theoretical Perspectives on Learning Disabilities – Ability Deficit

Perspective – Skill Deficit Perspective – Inactive Learner Perspective – Functions of a Theoretical

Perspective

UNIT II: Characteristics of Students with Learning Disabilities: (10 Hours)

Intelligence – Attention – Memory – Cognitive Style – Study of Language – Syntax - Semantics –

Pragmatics

Personality Variables – Self Concept – Locus of Control – Temperament – Anxiety – Loneliness –

Depression - Anxiety

Social Acceptance – Social Skills and Behaviours – Social Competence

UNIT III: Characteristics of LD Children at Elementary and Secondary Classes (10 Hours)

Adaptive Behavior of Children – Task Orientation – Disruptive Behaviours – Hyperactivity –

Implications of Adaptive Behavior – Elementary Teacher Interactions – Types of Interactions – Types

of Instructional Statements – Implications

Cognitive Characteristics of Adolescents with LD – Social and Emotional Characteristics – The Secondary School

UNIT IV: Educational Placements: (9 Hours)

Peer Tutoring – Self Contained Classes – Teacher Role – Student Characteristics - Effectiveness

Nature of Resource Room Programming – Types – Curricular Content – Role and Functions of

Resource Teacher - Effectiveness

Mainstream with Consultation Model – Inclusion Service Delivery Models

UNIT V: Educational Treatment Approaches: (9 Hours)

Behavioural Treatment - Techniques Involving Positive Consequences and Negative Consequences –

Specialized Behavioural Strategies

Metacognitive Model of Learning – Non Specific Cognitive Strategies - Reciprocal Teaching – Self

Monitoring

Learning Outcome:

The students will be able to know various types of learning problems seen in school children;

They will be knowing the treatment interventions needed to take care of the learning disabled

population.

Textbook:

Bender,W. (2008). Learning Disabilities - Characteristics, Identification and Teaching Strategies

(5th edition). Boston: Allyn and Bacon.

Reference Books:

Cristo,C., & Davis,J.M. (2009). Identifying, Assessing and Treating Dyslexia at School.USA: Springer Publishers.

Vallikkat,S. (2012). Handbook of Learning disability. New Delhi: Gaurav Book Centre Pvt Ltd.

Smith.(1999). Learning Disabilities A to Z – preschool to adulthood. New Delhi: Free Press

Reddy, L.G., & Kusuma, A. (2000).Learning Disabilities – A Practical Guide to Practitioners. New Delhi:

Discovery Publishers.


SEMESTER V

SKILL BASED COURSE V: EXPERIMENTAL PSYCHOLOGY II

Course Code: N5BPY5P76

Credits: 3 Hours: 4

Learning Objective:

To provide hands on training to the psychological testing materials;

To know the procedure of administering a test in clinical / industrial / school setting;

To administer a test, evaluate the test using the manual, norms and scoring key.

LIST OF EXPERIMENTS:

1. Eysenck Personality Inventory

2. Bogardus Social Distance Scale

3. Stereo Type Inventory

4. Religious Attitude Scale

5. Type A / Type B Behavioural Pattern Scale

6. Introversion – Extroversion Inventory

7. Perceived Loneliness Scale

8. Suicide Ideation Scale

9. Job Involvement Scale

10. Learned Optimism Scale

Learning Outcome:

Students will be knowing the scales used for assessing various psychological aspects;

They will be knowing the psychometric properties of the scales being used;

They will be able to know the appropriate application of the tests in various settings.

Text Book:

Rajamanickam, M. (2005). Experimental Psychology – Volume I &II . New Delhi: Concept Publishers.

Reference Books:

Hansen, A.M., Experimental Psychology. New Delhi: Cengage Learning India Pvt Ltd. Damato.Experimental Psychology. New Delhi: Cengage Learning India Pvt Ltd.

Myers, D. Experimental Psychology. New Delhi: Cengage Learning India Pvt Ltd.

Das, S.N. (2006). Textbook of Experimental Psychology. New Delhi. Neha Publishers & Distributors.

PREPARED BY: Ashwanth Kanna V VERIFIED BY: Ashwanth Kanna V

SEMESTER VI

CORE XII: ABNORMAL PSYCHOLOGY II


Credits: 5 Hours: 6

Learning Objective:

To make the students aware of the maladaptive behavior in humans;

To make them known upon causes and risk factors of many disorders;

To help them learn the appropriate treatment programmes;

To provide effective counselling in the clinical set up.

UNIT I: Anxiety Disorders: (14 Hours)

Experience of Anxiety – Generalized Anxiety Disorder – Panic Disorder – Phobia – Obsessive

Compulsive Disorder – Post Traumatic Stress Disorder – Treating Anxiety Disorders

UNIT II: Sexual Variants Disorders and Cognitive Impairment Disorders (15 Hours)

Changing Views of Sexual Behavior – Gender Identity Disorder – Paraphilia – Sexual Victimization

Vulnerability to Brain Damage – Assessing Brain Damage – Delirium – Dementia – Amnestic

Disorders – Diversity of Cognitive Impairment Disorders

UNIT II: Schizophrenia Spectrum Disorders: (14 Hours)

Psychotic Disorders – Schizophrenia – Types of Schizophrenia - Schizophrenic Spectrum Disorders –

Development of Schizophrenia – Therapeutic Approaches – Other Psychotic Disorders

UNIT IV: Mood Disorders and Suicide: (14 Hours)

Depressed Mood – Mood Disorders – Depression – Depressive Disorders – Causes and Treatment of

Depression – Bipolar Disorders – Causes and Treatment of Bipolar Disorders – Suicide – Prevention of Suicide

UNIT V: Therapies and their Effectiveness (15 Hours)

Psychotherapy – Psycho Analysis – Humanistic and Existential Therapies – Brief Psychotherapy -

Cognitive Behavioural Approaches –Integrating and Extending Psychological Therapies – Biological

Therapies - Hospitalization

Learning Outcome:

The students will be abler to categorize disorders as either neurosis or psychosis;

They could very well frame differential diagnosis for the cases they take during internships;

They can get a clear idea on their own problems and how to overcome them.

Textbook:

Sarason, I. G., &Sarason, B. R. (2005). Abnormal Psychology - The Problem of Maladaptive Behaviour (11th

edition). New Delhi: PHI Learning Pvt Ltd.

Reference Books:

Carson,R.C., & Butcher,J.N. (2007). Abnormal Psychology (13th edition).New Delhi: Dorling Kindersley

(India) Pvt. Ltd [Licensee of Pearson].

Butcher,J.N., & Mineka,S. (2015). Abnormal Psychology (15th edition).New Delhi: Pearson India Education

Services Pvt Ltd.

Alloy,L.B.,&Riskind,J.H. (2006). Abnormal Psychology Current Perspectives (9th edition). New York: Tata

McGraw Hill Publishers.

Lemma, A. (1996).Introduction to Psychopathology. New Delhi: Sage Publication Limited.


SEMESTER VI

CORE XIII : INDUSTRIAL PSYCHOLOGY II


Credits: 5 Hours: 6

Learning Objective:

To understand the basic concepts under industrial psychology;

To know the scientific management and Hawthorne experiments;

To comprehend motivation in the industry and job satisfaction;

To learn the basic ideas under leadership, group dynamics and organizational culture.

UNIT I: Maintaining Healthy Environment (14 Hours)

Work Environment – Ergonomics – Definition – Goal - Scope – Human Machine Interface – Boredom

– Causes – Fatigue – Types – Monotony – Relieving Monotony, Boredom and Fatigue.

Industrial Accidents – Definitions – Causes – Individual Factors – Accident Proneness – Other Factors

– Preventing Accidents.

Factories Act in a Nutshell.

Unit II: Job Analysis (15 Hours)

Definition – Objectives – Types – Purpose – Process of Job Analysis – Problems.

Job Descriptions – Major Content – Preparation for Job Description.

Job Specification – Job Design – Definition – Characteristics – Principles - Approaches

Techniques of Job Design - Job Simplification– Job Rotation – Job Enlargement – Job Enrichment

Unit III: Recruitment and Selection (15 Hours)

Recruitment - Definition – Objectives – Sources – Internal Sources – External Sources with Merits and

Demerits – Current Trends – The Realistic Job Preview

Selection – Definition – Steps in the Selection Process – Selection Tests with Merits and Demerits – Interview in Selection – Types – Merits and Errors in Interview.

Unit IV: Training (14 Hours)

Definition – Meaning of Training – Objectives of Training – Importance of Training – Methods of

Training – Off the Job Training and On the Job Training – Designing the Training Programme

Unit V: Performance Management (14 Hours)

Definition of Performance Management – Scope of Performance Management – Advantages of

Performance Management – Tools of Performance Management.

Learning Outcome:

The students will know how psychology can be useful in the industrial setup;

They will know basic concepts of motivation, job satisfaction and how to apply them;

They will understand the importance of leadership and group dynamics.

Textbook:

Singh, N. (2011). Industrial Psychology. New Delhi: Tata McGraw Hill Education Pvt Ltd.

Reference Books:

Blum,M.L., & Naylor,J.C. (2004). Industrial Psychology. New Delhi: CBS Publishers & Distributors Pvt Ltd.

Harrell,T.W. (1964). Industrial Psychology. New Delhi: Oxford & IBH Publishing Co Pvt Ltd.

Aamdot,M.G. (2001). Industrial / Organizational Psychology. New Delhi: Cengage Learning India Pvt Ltd. Nair,S. (2013). Industrial and Organisational Psychology. New Delhi: Nidhi Prakashan Publishers.


SEMESTER VI

ALLIED IV: COUNSELLING PSYCHOLOGY

COURSE CODE: N5BPY6T73

Credit: 5 Hours: 6

Learning objective:

To help the student understand the basic counselling skills;

To make him aware of various approaches to counselling;

To make him learn professional and ethical aspects of counselling;

To help him become a trained professional in the field of counselling.

Unit I: Introduction and Assumptions (15 Hours)

Definition – Historical Development of Counselling – Counselling as a Helping Relationship –

Counselling as a Solution To Human Problems

Comparative Presentation of Guidance, Counselling and Psychotherapy - Scope of Counselling

Basic Assumptions in Counselling – Ethics in Counselling – Counselling Goals

Unit II: Counselling Process and Interview (14 Hours)

Preparation for Counselling – The Process of Counselling – Variables affecting the Counselling Process – Counsellor Skills –Portrait of an Effective Counsellor –Counselee Factors.

Verbal and Non Verbal Communication in Interview – Relationship Techniques – Sharing of

Experience – Difficulties in Reflection of Feeling – Acceptance

Special Relationship Problems – Transference – Counter Transference – Resistance – Sources –

Functions – Handling Resistance

Unit III Approaches To Counselling (14 Hours)

Psychoanalytic Approach – Humanistic Approach – Roger’s Self Theory – Development of Self

Concept – Stages in Counselling Process – Behavioristic Approach – Reciprocal Inhibition Technique.

Unit IVFamily Counselling and Group Counselling (15 Hours)

Family Group Consultation – Counselling Families – Types of Families – Family Life Cycle –

Approaches to Family Counselling

Counselling with Families Concerning Children – Counselling with Parents – Marriage Counselling –

Pre Marital Counselling

Emerging Field of Group Counselling – Structuring Groups – Mechanics of Group Counselling –

Types of Groups – Process of Group Counselling – Similarities and Differences between Individual

and Group Counselling.

Unit V Challenges in Counselling (14 Hours)

Problems of Evaluation and Evaluation Criteria

Role of a Counsellor – Career Guidance

Model of Counselling – Wiche Three Dimensional Model

Changing Social Values and Counselling

Learning Outcome:

The students will be knowing the needed perquisites for counselling

They will know the vital aspects involved in counselling interview

They will be able to know the basics in group counselling

Textbook:

Rao, S.N.,&Sahajpal, P. (2013).Counselling and Guidance (3rd edition). New Delhi: McGraw Hill

Education (India) Pvt Ltd.

Reference Books:

Jones,R.N. (2012). Basic Counselling Skills (3rd Edition). New Delhi: SAGE Publications India Pvt Ltd

Gladding, S.T. (2014). Counselling – A Comprehensive Profession (1st Edition). New Delhi: Dorling Kindersley (India) Pvt. Ltd., [Licensee of Pearson]

Kinra,A.K. (2009). Counselling and Guidance. New Delhi: Dorling Kindersley (India) Pvt. Ltd.

Rao, S.N. (2008). Counselling Psychology. New Delhi: Tata McGraw Hill Education (India) Pvt Ltd.

PREPARED BY: Jebha Rosammal V VERIFIED BY: Ashwanth Kanna V

SEMESTER VI

ELECTIVE II: PSYCHOLOGY OF CRIMINAL BEHAVIOUR


Credits: 5 Hours: 6

Learning Objective:

To know the psychological reasons behind the crime activity;

To know the psychological impact of crimes on the juveniles;

To know how the environment influences the crime nature in an individual;

To understand the psychosocial approach behind the criminal behavior.

UNIT I: Criminal Behaviour and Juvenile Delinquency (15 Hours)

Perspectives on Human Nature in Theories of Crime

Perspectives in Criminology – Sociological Criminology – Psychological Criminology – Psychiatric

Criminology

Juvenile Delinquency – Definition – Unlawful Acts Committed by Delinquents – The Serious

Delinquent

Social Risk Factors – Psychological Risk Factors – Prevention and Treatment of Juvenile Offending

UNIT II: Origins of Criminal Behavior: (15 Hours)

Biological Factors – The Born Criminal – Physique and Crime – Twin and Adoption Studies – Eysenck

Theory of Personality and Crime

Behaviourism – Social Learning – Frustration Induced Criminality – Situational Instigators and

Regulations of Criminal Behavior

Mentally Disordered Defendants and Offenders

UNIT III: Human Aggression, Violence and Criminal Homicide (14 Hours)

Theoretical Perspectives on Aggression - Cognitive Models of Aggression – Overt and Covert Acts of

Aggression – Environmental Factors

Criminal Profiling – Multiple Murderers – Serial Murderers – Mass Murderers – Terrorism – Deindividuation and Crowd Violence

UNIT IV: Economic Crime, Public Order Crime and Drugs: (14 Hours)

Burglary – Shoplifting – Robbery – White Colour and Occupational Crime – Cybercrime – Bombings

Major Categories Of Drugs – Hallucinogens – Stimulants – Narcotic Drugs – Depressants

UNIT V: Correctional Psychology: (14 Hours)

Careers in Correctional Psychology

The Correctional System

Psychological Effects of Imprisonment, Crowding and Isolation

Treatment and Rehabilitation – Psychotherapy – Behavior Therapy – Cognitive Therapy

Learning Outcome:

The students will be able to know the major theoretical aspects behind crime;

They will be able to deal with the offenders and delinquents;

They could make effective use of treatments to help the offenders.

Textbook:

Bartol, C.R., &Bartol, A.M. (2005). Criminal Behaviour – A Psychosocial Approach (7th Edition).New

Jersey: Pearson Prentice Hall, Upper Saddle River.

Reference Books:

Wortley, R. (2011). Psychological Criminology: An Integrative Approach (1st edition). New York:

Routledge Publishers.

Jaishankar, K. (2017). Interpersonal Criminology: CRC Press – Taylor & Francis Company. Gonzalez, E.M., Bobles, Jose, L.A. (2014). Criminology and Forensic Psychology:

CriminologiaJusticia Education.

Bachhav, A.M. (2012). Criminal Psychology. Kanpur: Chandralok Prakashan Publishers.

PRPEPARED BY: V Jebha Rosammal VERIFIED BY: Ashwanth Kanna V

SEMESTER VI

ELECTIVE III:INTERNSHIP (CLINICAL/INDUSTRIAL/SCHOOL)


Credits: 5 Hours: ---

Learning Objective:

To provide on field exposure to the students ton know the work setting outside classroom;

To help them witness lot of people with psychological problems in Clinical/ Industrial / School setting;

To help them prioritize the area in which they would like to specialize in future.

Internship shall be done individually by the students during their V semester vacation in a

clinical setting / school /industry, as approved by the department for a period of 10 days. A work diary

and report on training along with letter of completion from the visited organization shall be evaluated

by the faculty in charge as appointed by the department head. The visiting organization is entitled to

provide the internal marks along with the attendance certificate and send the same to the department

through speed post/ courier.

Learning Outcome:

The students will be able to gain knowledge on various problems through training

It will be helpful to serve as an intern during the final year to make right career in future

SEMESTER VI

SKILL BASED VI: EXPERIMENTAL PSYCHOLOGY III

(CASE ANALYSIS)

Course Code: N5BPY6P76

Credits: 3 Hours: 6

Learning Objective:

To enable the students to comprehend a psychological case efficiently;

To make them aware of the proceedings followed in case history taking;

To help them gain knowledge on analyzing the core problem areas in the cases.

The students will be made to read, analyze, summarize and write the detailed case study report for a total of

ten case studies. The nine case studies will be drafted in such a way that three cases have to be dealt from

clinical setting, three cases have to be dealt from the industrial setting and finally three cases have to be seen

from the field of counselling. At the end, one case will be provided from either of three domains to evaluate the

knowledge gained.

Learning Outcome:

The students will get complete understanding on Case History Collection and Mental Status

Examination;

They will be able to summarize the problem in an industry and provide appropriate short term and long

term suggestions;

They could start studying various cases and summarize them in the proper format.

Reference Books:

Sarason, Irwin G and Sarason Barbara R (2005). Abnormal Psychology – The Problem of Maladaptive

Behaviour (11th Edition): PHI Learning Private Limited, New Delhi.

Ahuja, Neeraj (2002). A Short Textbook of Psychiatry (5th Edition): Jaypee Brothers, New Delhi.

Prasad L M (2006). Organizational Behaviour, Sultan Chand & Sons, New Delhi.

Sadock, B.J., & Sadock, V.A (2000). Kaplan & Sadock's Comprehensive Textbook of Psychiatry (2 Volume Set). Virginia: Lippincott Williams & Wilkins Publishers.

PREPARED BY:

V Jebha Rosammal

A Gomathi

VERIFIED BY: Ashwanth Kanna V

SEMESTER VI

EXTRA CREDIT COURSE

JOB ORIENTED COURSE: MATHEMATICS FOR COMPETITIVE EXAMINATIONS


Credits: 2* Hours: 4*

Course Objective:

To train the students on quantitative aptitude and verbal reasoning; After the completion of the course, the

student will gain confidence and skill to appear for all competitive examinations conducted by central and state

governments

UNIT I 10 Hours

Numbers

HCF & LCM of Numbers

Averages

Problems on Numbers Problems on Ages

UNIT II 10 Hours

Percentage

Profit and Loss

Ratio and Proportion

Partnership

UNIT III 10 Hours

Time and Work

Pipes and Cisterns Time and Distance

Problems on Trains

UNIT IV 10 Hours

Boats and Streams

Allegation or Mixture

Simple Interest

Compound Interest

UNIT V 10 Hours

Permutation and Combination

Data Interpretation Bar Graphs

Pie Charts

Line Graphs

Text Book:

Aggarwal, R S (2012), Quantitative Aptitude for Competitive Examinations, S Chand & Company Limited,

New Delhi.

Reference Books:

Sijwali, B S (2007), Quantitative Aptitude, Arihant Publications India Private Limited

Guha, Abhijit (2006), Quantitative Aptitude for Competitive Examinations, McGraw Hill Companies.

PREPARED BY:

M. Thangamani;

R Chitradevi &

R D Beulah

VERIFIED BY:

R Senthil Amutha

EXAMINATION SYSTEM UNDER AUTONOMY

1. Pattern of Examinations:

The college follows semester pattern. Each academic year consists of two semesters and each semester ends

with the End Semester Examination. A student should have a minimum of 75% attendance out of 90 working

days to become eligible to sit for the examinations.

2. Internal Examinations:

The questions for every examination shall have equal representation from the units of syllabus covered. The

question paper pattern and coverage of syllabus for each of the internal (CIA) tests are as follows.

First Internal Assessment Test for Psychology Courses

Syllabus : First Two Units

Working Days : On completion of 30 working days (approximately)

Duration : Two Hours

Max. Marks : 50

For the First internal assessment test, the question paper pattern shall be the same for all UG programs, as

given below.

Question Paper Pattern

Section A

Attempt all questions (three each from both units)

06 questions – each carrying one mark 06 X 01 = 06

Multiple Choice

Section B

Attempt all questions (two each from both units)

04 questions – each carrying five marks 04 X 05 = 20

Inbuilt Choice [Either / Or]

Section C

Attempt all questions

(Minimum one question shall be asked from each unit)

03 questions - each carrying eight marks 03 X 08 = 24


Reduce these marks to a maximum of 05 i.e., (Marks obtained/50) X 5 === A

Second Internal Assessment Test for Psychology courses

Syllabus : Third and Fourth Units

Working Days : On completion of 65 working days approximately,


Max. Marks : 50

For the Second internal assessment test, the question paper pattern shall be the same for all UG

programs, as given below.


Section A



Multiple Choice

Section B




Section C





Reduce these marks to a maximum of 05 i.e., (Marks obtained/50) X 5 === B

Model Examinations for Psychology courses

Syllabus : All Five Units


Examination : Commences any day from 86th working day to 90th working day.

Duration : Three Hours

Max. Marks : 75

For the model examinations, the question paper pattern shall be the same for all UG and PG programs,

as given below, except in the case of Part – II English.


Section A


10 questions – each carrying one mark1 10 X 01 = 10

Multiple Choice

Section B




Section C


05 questions – each carrying eight marks 05 X 08 = 40


Reduce these marks to a maximum of 10 i.e., (Marks obtained / 75) X 10 C

Assignments

Each student is expected to submit at least two assignments per course. The assignment topics will be allocated

by the course teacher. The students are expected to submit the first assignment before the commencement of

first Internal Assessment Test and the second assignment before the commencement of second Internal

Assessment Test.

Scoring pattern for Assignments

Punctual Submission : 2 Marks

Contents : 4 Marks

Originality/Presentation skill : 4 Marks

Maximum : 10 Marks x 2 Assignments = 20 marks

Reduce these marks to a maximum of 5 i.e., (Marks obtained / 20) X 5 === D

Attendance Mark

Attendance Range Marks

95 % and above - 5 marks

85 % & up to 94 % - 4 marks

75% & up to 84 % - 3 marks

71% & up to 74 % - 2 marks

From 65 % to 70% - 1 mark

Less than 65 % - No mark

Maximum Marks 5 ===== E

Calculation of Internal Marks UG and Parallel programs

1. Internal Assessment Test : Average of the two tests.

Reduced to a Maximum of 05 Marks (A+B)/2

2. Model Examination : Reduced to a Maximum of 10 Marks (C)

3. Assignment : Reduced to a Maximum of 05 Marks (D)

4. Attendance : Reduced to a Maximum of 05 Marks (E)

Internal Marks Scored = ((A + B)/2) + C + D + E

The calculation procedure of the internal marks for courses which have exclusive internal assessment such as

Environmental Studies, etc. is in the following pattern.

a. Average of Two Cycle tests - For a maximum of 20 Marks

b. Model Examinations - For a maximum of 25 Marks

c. Attendance Marks - For a maximum of 5 Marks

Total Marks - 50 Maximum

Field-based Learning & Practicum

The Internal Assessment marks for Filed Based Learning is for 40 % internal marks and 60% External.

Active Filed Participation - 20

Record - 20

--------

Total 40

--------

60 % marks by External Assessment is based on the following criteria.

a. Report submission 20

b. Significant Individual Learning, creative presentation 20

c. Viva voce 20

___________

60

For Practicum 40% internal and 60% external

Internal

Seminar presentation 20%

Consultation with mentor 20%

External

Field visit Report 20%

Written report 20%

Viva voce 20%

The calculation procedure of internal assessments marks for practical examinations in psychology are based on

the following criteria. The assessment is for 40 marks of each practical course.

a. Completion of 10 Experiments - For a maximum of 15 Marks

b. Two Cycle tests (Each 5 marks) - For a maximum of 10 Marks

c. Model Examinations - For a maximum of 10 Marks

d. Attendance - For a maximum of 05 Marks

Total - For a maximum of 40 Marks

First Internal Assessment tests for Practical Examinations – Experimental Psychology

Syllabus : First Five Experiments

Working Days : On Completion of 30 working days approximately


Max. Marks : 50

For Practical internal assessment test, the question paper pattern to be followed as given below:

Question paper Pattern

The student has to do any one experiment from the list of two experiments he chooses by Lot method.

The marks will be provided as per the following method

Conduction of Experiment to Subject : 20 marks

Wriiten Exam : 10 marks

Viva Voce : 20 marks

Total : 50 marks

Reduce these marks to a maximum of 5 i.e. (Marks obtained x 5/50)

Second Internal Assessment tests for Practical Examinations – Experimental Psychology

Syllabus : Last Five Experiments



Max. Marks : 50

For Practical internal assessment test, the question paper pattern to be followed as given below:


The student has to do any one experiment from the list of two experiments he chooses by Lot method.





Total : 50 marks


Model Exam for Practical Examinations – Experimental Psychology

Syllabus : All Ten Experiments



Max. Marks : 75

For Model Practical internal assessment test, the question paper pattern to be followed as given below:


The student has to do any two experiments (1 for conduction & 1 hypothetical) from the list of four experiments

he chooses by Lot method.





Total : 75 marks


The Internal assessments marks for project evaluation is based on the following criteria. The

assessment is for 20 marks of each internship course. This mark will be provided by the supervisor of the

visiting institution

a. Attendance - For a maximum of 10 marks

b. Active participation and Learning - For a maximum of 10 marks

_________________________

Total - For a maximum of 20 marks

__________________________

Calculation of Internal Marks for “Yoga” For All UG Programmes

I. THEORY

1. Internal Assessment Test : Average of the two tests.

Reduced to a Maximum of 25 Marks (A+B/2)

2. Model Examination : Reduced to a Maximum of 25 Marks (C)

__________

Internal marks Score: D= (A +B)/2 + C = 50 Marks

__________

II. PRACTICAL

1. Kayakalpa : 10 Marks

2. Surya Namashkhar : 10 Marks

3. Physical Exercise : 20 Marks

4. Asanas : 10 Marks

__________

Internal marks Score: E= 50 Marks

__________

Final Internal Marks for Yoga F = (D + E) / 2

Calculation of Exclusive Internal Marks for Extra Credit Courses such as “Mathematics For Competitive

Examinations” For All UG Programmes and “Introduction to Computer networks & Security” for

psychology

a) Average of two cycle tests – For a maximum of 25 marks

b) Model Examination – For a maximum of 50 marks

c) Assignment marks – For a maximum of 05 marks

d) Attendance marks – For a maximum of 10 marks

e) Unannounced Quiz – For a maximum of 10 marks

Total marks – 100 marks

For Extra Credit Courses, Marks will be converted to Grades as given below for all UG

Programmes

S.No Marks Grade

1 90 – 100 O – Outstanding

2 75 – 89 D – Distinction

3 60 – 74 A – Very Good

4 50 – 59 B – Good

5 40 – 49 C – Average

6 Less than 40 R - Reappear

Evaluation system for Part-IV Non Major Elective Course

(Basic English for Competitive Examinations – I& II)

The question paper pattern given below shall be followed for Part IV-Non Major Elective: Basic

English for Competitive Examinations – I

There is no internal mark for this course.

First Internal Assessment Test


Working Days : On completion of 30 working days, approximately

Duration : Two Hours Max. Marks : 50


Section A

Attempt all questions (twenty five each from both units)

100 questions – each carrying half mark 50 X 01 = 50

Second Internal Assessment Test



Duration : Two Hours Max. Marks : 50


Section A



Multiple Choice

Section B




Section C





Model Examinations



Examination : Commences any day from 86th to 90th working day.


Max. Marks : 75


Section A


10 questions – each carrying one mark1 10 X 01 = 10

Multiple Choice

Section B




Section C




The question paper pattern given below shall be followed for Part IV-Non Major Elective: Basic

English for Competitive Examinations – II for all UG programs. There is no internal mark for this course

First Internal Assessment Test


Working Days : On completion of 30 working days, approximately


Max. Marks : 50


Section A

Attempt all questions (twenty five each from both units)

100 questions – each carrying half mark 50 X 01 = 50

Second Internal Assessment Test




Max. Marks : 50


Section A

Attempt all questions (from Unit III)

40 questions – each carrying half mark 20 X 01 =20

Multiple Choice

Section B

Attempt all questions (from Unit IV)



Model Examinations



Examination : Commences any day from 86th to 90th working day.


Max. Marks : 75


Section A

Attempt all questions (from Unit I,II& III)


Multiple Choice

Section B

Attempt all questions ( from Unit IV & V)

05 questions – each carrying five marks 07X 05 = 35

3. External Examinations:

The external examinations for theory courses will be conducted for 75 % marks, for all UG and PG

degree programs. The external theory examinations will be conducted only after the completion of 90 working days in each semester.

Normally, the external practical examinations will be conducted before the commencement of theory

examinations. Under exceptional conditions these examinations may be conducted after theory examinations are

over. The external evaluation will be for 60% marks of each practical course.

The external viva voce examinations project work / Internship also will be conducted after the completion of

theory examinations. The external assessment is for 80% marks of the project work / Internship.

End Semester Examination for courses other than

Part IV-Non Major Elective: Basic English for Competitive Examinations – I& II, in UG and Parallel

Programs


Working Days : On completion of a minimum of 90 working days.

Duration : Three Hours Max. Marks : 75


Section A



Multiple Choice

Section B





Section C





End Semester Examination

Part IV-Non Major Elective: Basic English for Competitive Examinations – I




Max. Marks : 75


Section A



Multiple Choice

Section B




Section C




End Semester Examination

Part IV-Non Major Elective: Basic English for Competitive Examinations – II




Max. Marks : 75


Section A

Attempt all questions (from Unit I,II& III)


Multiple Choice

Section B

Attempt all questions ( from Unit IV & V)


For Practical examination in Psychology, External assessment marks (60) can be distributed in

the following pattern.

a. Record Submission - For a maximum of 20 Marks

b. Conduction of Experiment - For a maximum of 10 Marks

c. Written Examination - For a maximum of 10 Marks

d. Viva Voce - For a maximum of 20Marks

__________

Total - For a maximum of 60 Marks

__________

For Psychology Internship, Evaluation of Report and Work Diary should be done and viva-voce

conducted jointly by external and internal examiners for a maximum of 80 marks.

Marks for Evaluation (Report & Work Diary) - 60 marks.

Marks for Viva -Voce - 20 marks.

60 Marks for Evaluation of report and Work Diary can be distributed as follows

a. Knowledge on Visiting Institution - 10 marks

b. Nature of Working Atmosphere - 10 marks

c. Learning Outcome - 10 marks

d. Case study reports (3) - 30 marks

Total - 60 marks

4. Essential conditions for the Award of Degree / Diploma / Certificates

1. Pass in all components of the degree, i.e., Part–I, Part–II, Part–III, Part – IV and Part–V individually is

essential for the award of degree.

2. First class with Distinction and above will be awarded for part III only. Ranking will be based on marks

obtained in Part – III only.

3. GPA (Grade Point Average) will be calculated every semester separately. If a candidate has arrears in a

course, then GPA for that particular course will not be calculated. The CGPA will be calculated for those

candidates who have no arrears at all. The ranking also will be done for those candidates without arrears

only.

4. The improvement marks will not be taken for calculating the rank. In the case of courses which lead to extra

credits also, they will neither be considered essential for passing the degree nor will be included for

computing ranking, GPA, CGPA etc.

5. The grading will be awarded for the total marks of each course.

6. Fees shall be paid for all arrears courses compulsorily.

7. There is provision for re-totaling and revaluation for UG and PG programmes on payment of prescribed fees.

5. Classification of Successful Candidates [Course-wise]:

RANGE OF MARKS

(In percent) GRADE POINTS GRADE DESCRIPTION

90 – 100 9.0 - 10.0 O OUTSTANDING

80 – 89 8.0 - 8.9 D+ EXCELLENT

75 – 79 7.5 - 7.9 D DISTINCTION

70 – 74 7.0 - 7.4 A+ VERY GOOD

60 – 69 6.0 - 6.9 A GOOD

50 – 59 5.0 - 5.9 B AVERAGE

40 – 49 # 4.0 - 4.9 C SATISFACTORY

00 – 39 0.0 U RE-APPEAR

ABSENT 0.0 U ABSENT

Reappearance is necessary for those who score: below 50% Marks in PG **;

those who score: below 40% Marks in UG*;

# only applicable for UG programs

Individual Courses

Ci= Credits earned for course “i” in any semester

Gi= Grade Point obtained for course “I” in any semester

'n' refers to the semester in which such courses were credited.

GRADE POINT AVERAGE [GPA] = ΣCi Gi

ΣCi

Sum of the multiplication of grade points by the credits of the courses

GPA = -------------------------------------------------------------------------------------

Sum of the credits of the courses in a semester

6. Classification of Successful Candidates(overall):

CGPA GRADE CLASSIFICATION OF FINAL RESULT

9.5 to 10.0 O+ First Class - Exemplary *

9.0 and above but below 9.5 O

8.5 and above but below 9.0 D++

First Class with Distinction * 8.0 and above but below 8.5 D+

7.5 and above but below 8.0 D

7.0 and above but below 7.5 A++

First Class 6.5 and above but below 7.0 A+

6.0 and above but below 6.5 A

5.5 and above but below 6.0 B+ Second Class

5.0 and above but below 5.5 B

4.5 and above but below 5.0 C+ # Third Class

4.0 and above but below 4.5 C #

0.0 and above but below 4.0 U Re-appear

“*” The candidates who have passed in the first appearance and within the prescribed semester of the

Programme (Major, Allied: and Elective Course alone) are eligible.

“#” Only applicable to U.G. Programme

Σn Σi Cni Gni

CUMULATIVE GRADE POINT AVERAGE [CGPA] = ------------------

ΣnΣi Cn i

Sum of the multiplication of grade points by the credits

of the entire program

CGPA= -----------------------------------------------------------------------------------------------------

Sum of the Courses of entire Program

In order to get through the examination, each student has to earn the minimum marks prescribed in the internal (wherever applicable) and external examinations in each of the theory course, practical course and

project viva.

Normally, the ratio between internal and external marks is 25:75. There is no passing minimum for internal component. The following are the minimum percentage and marks for passing of each course, at UG

and PG levels for external and aggregate is as follows:

S.No Program Passing Minimum in Percent

External (75) Aggregate (100)

1 UG Degree 40% (30) 40% (40)

2 PG Degree 50% (38) 50% (50)

However, the passing minimum marks may vary depending up on the maximum marks of each course.

The passing minimum at different levels of marks is given in the following table:

S.N

o

UG & PG Maximum

Marks Passing minimum for UG Passing minimum for PG

Int. Ext. Total Int. Ext. Agg. 40% Int. Ext. Agg. 50%

1 25 75 100 - 30 40 - 38 50

2 50 150 200 - 60 80 - 75 100

3 40 60 100 - 24 40 - 30 50

4 80 120 200 - 48 80 - 60 100

5 80 20 100 - 8 40 - 10 50

6 160 40 200 - 16 80 - 20 100

7 15 60 75 - 24 30 - 30 38

8 50 - 50 20 - 20 25 - 25

9 - 50 50 - 20 20 - 25 25

10 - 75 75 0 30 30 - - -

7. Reappearance:

The students having arrears shall appear in the subsequent semester (external) examinations

compulsorily. The candidates may be allowed to write the examination in the same syllabus for 3 years only.

Thereafter, the candidates shall be permitted to write the examination in the revised / current syllabus depending

on various administrative factors. There is no re-examination for internals.

8. Criteria for Ranking of Students:

1. Marks secured in all the courses will be considered for PG Programs and marks secured in Core: and

Allied: courses (Part-III) will be considered for UG programs, for ranking of students.

2. Candidate must have passed all courses prescribed chosen / opted in the first attempt itself.

3. Improvement marks will not be considered for ranking but will be considered for classification.

9. External Examination Grievances Committee:

Those students who have grievances in connection with examinations may represent their grievances,

in writing, to the chairman of examination grievance committee in the prescribed proforma. The Principal will

be chairman of this committee.

SREE SARASWATHI THYAGARAJA COLLEGE (AUTONOMOUS)

THIPPAMPATTI, POLLACHI - 642 107

Student Grievance Form

Date:

Place:

From

Register No : ………………………………………......,

Name : ………………………………………......,

Class : …………………………………………...,

Sree Saraswathi Thyagaraja College, Pollachi – 642 107.

To

The Principal / Examination-in-charge,


Through: 1. Head of the Department,

Department of ……………….……….,


2. Dean of the Department

Faculty of ……………………………….,


Respected Sir / Madam,

Sub: ………………………………………………………………………………... - reg.

NATURE OF GRIEVANCE:

……………………………………………………………………......................................................……………

……….………………………………………………………………………………….….………………………

…………………………………………………………………………....................................................................

...........................................................................

Thanking you,

Yours

Truly,

Signature

Forwarded by:

1. HOD with comments / recommendation

………………………………………………………………………………………................

2. Dean with comments / recommendation

………………………………………………………………………………………................

3. Signature and Directions of the Principal

………………………………………………………………………………………................

4. Controller of Examinations: ……………………

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