4.21 TYBA Psychology Papers Syllabi 2020 21
4.21 TYBA Psychology Papers Syllabi 2020 21
for information.
Choice Based Credit System (CBCS)
T.Y.B.A. Psychology Syllabi to be implemented from 2020-2021
Learning Objectives -
1) To have students build knowledge and understanding of the nature, uses, technical features, and the process
of construction of psychological tests
2) To create awareness among students about measurement of intelligence and assessment of personality
3) To have students build knowledge and understanding of the concepts in Statistics and the various measures
of Descriptive Statistics - their characteristics, methods of calculation, uses and applications
4) To create a foundation in students for advanced learning of Psychological Testing, Assessment and Statistics
Semester 5
Unit 2. Reliability
a) The concept of Reliability; sources of error variance
b) Reliability estimates: Test-Retest, Parallel and Alternate Forms, Split-Half, Inter-Item Consistency –
Kuder-Richardson, Cronbach‟s Coefficient Alpha; Inter-Scorer Reliability
c) Using and interpreting a coefficient of Reliability – purpose of the Reliability coefficient, nature of the test,
the true score model of measurement and alternatives to it
d) Reliability and individual scores: SEM and SE-Difference
Unit 2. Measurement of Intelligence, Intelligence Scales, Probability, Normal Probability Curve and
Standard scores
a) What is Intelligence? - Definitions and theories; measuring Intelligence
b) The Stanford-Binet Intelligence Scales and the Wechsler Scales
c) The concept of Probability; laws of Probability; Characteristics, importance and applications of the Normal
Probability Curve; Area under the Normal Curve
d) Skewness- positive and negative, causes of skewness, formula for calculation; Kurtosis - meaning and
formula for calculation
e) Standard scores – z, t, Stanine; Linear and non-linear transformation; Normalized Standard scores
Learning Outcomes-
a) The learner will -
1. develop knowledge and understanding of the nature, uses, technical features, and the process of
construction of psychological tests.
2. develop awareness about measurement of intelligence and assessment of personality.
3. be equipped with the knowledge about the concepts in Statistics and the various measures of
Descriptive Statistics - their characteristics, uses, applications and methods of calculation.
b) The learner will build a firm foundation, which will be helpful for advanced learning of Psychological
Testing, Assessment and Statistics in postgraduate studies.
Book for study
Cohen, J. R., & Swerdlik, M. E., (2018). Psychological Testing and Assessment: An introduction to Tests
and Measurement. (9th ed.). New York. McGraw-Hill International edition. (Indian reprint 2018)
Q.5 Attempt any two (Based on Module I, II, III and IV ) (20 marks)
a.
b.
c.
d.
Q.1 Unit 1 20
A
OR
B
Q.2 Unit 2 20
A
OR
B
Q.3 Unit 3 20
A – Validity
OR
B – Calculation of the mean ,median and mode (17 marks and Theory question 03 marks)
Q.4 Unit 4 20
A- Theory Question on Continuous and discrete scores – meaning and difference; Nominal,
ordinal, interval and ratio scales of measurement, steps in preparing a frequency distribution
table, advantages and disadvantages of preparing a frequency distribution; smoothed
frequencies: method of running averages.
OR
B - being a question based on tabulation of scores into a frequency distribution table,
Calculation of range, justifying the choice of the length of class Interval.
Semester 5
Learning Outcomes:
a). The learner will
1. Develop an understanding of the basic concepts and theories of Abnormal Psychology.
2. develop insight into various forms of Psychological Disorders – their symptoms, causes, along with the
process of diagnosis and treatment.
3. become more sensitised and equipped to deal with various issues related to Mental Health in society.
b). The learner will build foundational knowledge of Abnormal Psychology which will help the learner for
higher education and also to pursue a professional career in Clinical Psychology.
Q.5 Attempt any two (Based on Module I, II, III and IV ) (20 marks)
a.
b.
c.
d.
Semester 5
B: Job Analysis
a) What is job analysis: The job-oriented approach & the person-oriented approach.
b) Purposes of job analysis.
c) How job analysis information is collected; approaches to collecting job analysis information
d) Methods of job analysis
e) Job evaluation: setting salary levels
Unit 3: Work Groups, Work Teams & Leadership and Power in Organizations
A. Work Groups and Work Teams
a) Difference between work groups and work teams
b) Important group and team concepts
B. Leadership and Power in Organizations
a) What is leadership?
b) Sources of influence and power; abuse of supervisory power: sexual and ethnic harassment
c) Approaches to the understanding of leadership
d) Women in leadership positions; gender differences in leadership style; cross-cultural differences in
leadership
Learning Outcomes:
1. Learners will be able to
a) describe the scope of I/O Psychology and careers related to I/O Psychology.
b) list and describe the basic concepts of I/O Psychology.
c) critically discuss issues related to I/O Psychology.
2. Learners will have built a sufficient foundation in I/O Psychology to pursue postgraduate studies and/or
careers related to I/O Psychology.
Book for study
Spector, P. E. (2012). Industrial and Organizational Psychology: Research and practice.
Singapore: Wiley. (Indian reprint 2016)
Project report:
1. Word Limit – 1000 to 2000 words, A-4 size paper
2. Page limit – 8 - 10 pages of actual report. (Title page, index, Bibliography, List of tables and
figures, Appendix etc are not included)
3. Project report may be typed or handwritten.
Marks for passing 7 out of 20
Project of high quality may be given maximum 18-19 marks out of 20.
Learning Objectives:
1. To have students build knowledge and understanding of the fundamental concepts of Cognitive
Psychology and the basic Cognitive processes
2. To create awareness among students about the various applications of Cognitive processes in everyday life
and a foundation to enable understanding of their applications in other fields - Social, Educational,
Industrial, Abnormal, Counselling, Sports, Health, Education, and Neuro-Psychology
3. To have students understand the theoretical orientation and background for the courses on Practicum in
Cognitive Processes
4. To create a foundation in students for higher education and a career in the field of Cognitive Psychology
Semester 5
Cognitive Psychology: Part I (Credits = 4) 4 lectures per week
Semester 6.
Cognitive Psychology: Part II (Credits = 4) 4 lectures per week
Note – As an Orientation to this course, the following sub-topics should be taught in brief in 2 or 3 lectures
(questions will not be set on these sub-topics in the semester-end examination)
1. Cognitive psychology: History, approaches, and cognitive neuroscience
Learning Outcomes:
a). The learner will
1. develop understanding of the basic concepts and theories of Cognitive Psychology.
2. develop insight into theoretical aspects of cognitive processes
b). The learner will build foundational knowledge of Cognitive Psychology which will help the learner for
higher education and also to pursue a professional career in any of the several areas of Psychology.
Q.5 Attempt any two (Based on Module I, II, III and IV ) (20 marks)
a.
b.
c.
d.
Learning Objectives-
To facilitate the understanding of theoretical concepts of experimental psychology through experiential
learning, learn the processes involved in scientific inquiry, develop critical approach and understand use of
statistical analysis in psychological research by
a) introducing the students to Practicals in Cognitive Processes and Psychological Testing: through practice
and conduct of experiments, use of statistical analysis, interpretation and discussion of data, using APA
format for report writing.
b) introducing the students to Psychological Testing: administration, scoring and interpretation of the
psychological tests, understanding the concepts of reliability and validity and nuances of procedures and
ethical issues.
c) orienting the students to computer-based experiments (Coglab) and sensitize them to methodological
issues, strengths and limitations of use of computers for conducting experiments in psychology.
d) Helping students develop skills for evaluation of a research paper and write a research report.
Semester 5
Part I: Practicals in Cognitive Processes and Psychological Testing (Credits =4) (6 lectures per
week per Batch of 8 students)
Part II: Practicals in Cognitive Processes and Psychological Testing (Credits =4) (6 lectures per week
per Batch of 8 students)
Learning Outcomes –
After studying this paper, students will able to…
1. Translate theoretical concepts into application-based experiments.
2. Conduct experiments following standardized procedure.
3. Apply statistical tests and analyze the data collected.
4. Write reports on research conducted using APA format.
5. Make sense of the research papers on any given topic
Distribution of Marks
Distribution of Marks
Internal marks
1 Checklist for Instructions 10
2 Checklist for Conduct 10
3 Report Writing 10
4 Attendance 05
5 Journal 05
Examination Practical
Instructions, Conduct, report 40
Viva 20
The teacher has to give marks for each report. The final marks will be the average marks obtained for each
point as mentioned above.
During Examination, checklists for Instructions, Conduct and report. In viva 6 questions of 3 marks and one
question of 2 marks will be asked.
Learning Objectives –
1. To have students develop an interest in and an understanding of Counselling concepts
2. To have students understand counsellor‟s roles and responsibilities in practice environments
3. To have students build knowledge and understanding of the basic skills in practice
4. To help students understand the theoretical foundations underlying different counselling and
psychotherapeutic approaches
5. To create a foundation in students for higher education in Counselling and a career as a professional
counselor
Semester 5
Counselling Psychology:
Part I- Introduction and Approaches to counselling (Credits = 3.5) (3 lectures per week)
Unit 3. Systemic, Brief, Crisis Theories and Group Counselling (Gladding, chapters10 &11)
a) Systems theories, brief counselling approaches, Crisis and trauma counselling approaches.
b) A brief history of groups, benefits, drawbacks and types of groups. Theoretical approaches in
conducting groups, stages in groups.
Semester 6
Counselling Psychology:
Part II- Micro skills in Counselling practice (Credits = 3.5) (3 lectures per week
Unit 1. Therapeutic Presence: Importance of Listening
a) Dialogue as the second nature to interactions with clients, basic guidelines for visibly tuning in to
clients. Nonverbal behaviour as a channel of communication. Active listening as the foundation of
understanding.
b) Forms of poor listening, processing information from client in a thoughtful search for meaning.
c) Importance of listening to helpers own internal conversation, key ingredients of successful therapy,
dealing with distorted listening.
Unit 4. The stages and tasks of problem management (Egan & Resse, Chapters 9, 10, 11)
A. Tasks of Stage I- Challenges clients face in talking about themselves, Case illustration, principles that
can guide to help clients tell their stories- feel safe, styles of storytelling, starting where the client starts,
assessing severity of problems, helping clients identify and clarify key issues, exploring context of key
issues.
B. Help clients tell their real stories, case illustration, help clients challenge the quality of their
participation. Help clients focus on the right story, choosing issues that will make a difference in their
lives , challenging to make right decisions.
C. Tasks of Stage II- Help clients determine what kind of change they need or want, help clients
distinguish needs from wants, continuum between first-order and second-order change, power of goal
setting guidelines to help clients set goals, helping clients commit themselves to their goals.
D. Tasks of Stage III-Help clients develop strategies for accomplishing their goals – brainstorming,
frameworks, finding social support, skills, strategies. Choosing goal-accomplishing strategies, balance-
sheet method for choosing strategies, choosing evidence-based treatments.
Learning Outcomes:
Student will able to…
1. identify unique features of Counselling as a profession.
2. understand the process to be followed while helping people and roles and responsibilities of the
counselor.
3. identify key ingredients necessary for successful helping.
4. understand micro-skills required to practice Counselling.
5. understand theoretical foundations underlying different counselling and psychotherapeutic approaches
and critically evaluate the strengths, limitations associated with each of them.
6. feel motivated to seek further training to practice Counselling.