Graduate Program

Course Credit: 4

PSYM 501: Family Psychology

Credit Hours: 4

Introduction to the Course

Family psychology is a specialty within contemporary psychology. It has basic and applied aspects, covers treatment and prevention interventions, and is taught in graduate training programs, generally within clinical/ child or counseling psychology. The specialty of family psychology covers a broad territory. Advances covering family and marital issues and processes research and interventions, as well as the core theoretical ideas of family psychology (contextualism and systems perspective) appear under the headings of many psychology content areas, including developmental, social, research design and methodology, environmental and community, gender, industrial/organizational, health, forensic, and, of course clinical, counseling, and school psychology. 

Course Objectives

The purpose of family psychology is to help families work through struggles, challenges, and tough times in a way that doesn’t simply have the problem go away, but makes the family stronger. Almost all families enter into therapy because something unpleasant is going on—the illness of a child, addictions, behavioral problems, or relational problems. These stressors take a toll on everyone. Family psychology is a means to help cope with these stressors, which is different from making them go away. Letting go is often a part of family therapy—whether it is grieving the loss of a child, or letting go of expectations so we can heal and embrace our present reality while working to a better future. When we try too hard to change circumstances or people without first accepting the truth of “what is,” we can inadvertently move in the wrong direction. But, when we learn to accept what is, and bring intentionality to the processes of how we cope, get along, and respond to each other, we can change the patterns of the family in good ways. Family therapy is really about using the power of relationships and love to support each member to be as healthy and whole as possible, which in turn creates a healthier family.

Course Contents and Number of Classes (Lecture Hour)

Unit No.	Topics	No. of classes
1	Introduction to Family Psychology: 1.1. A Scientific Paradigm for Family Psychology 1.1.1. Domains of Inquiry 1.1. 2. Core Theory Dimensions 1.1.3. Systemic “Family Psychology” Paradigm	4
2	Marriage 2.1. A Critical View of Marriage and Marital Satisfaction 2.2. Marital Satisfaction: An Integrated Model 2.3. Marital Satisfaction: Assessment and Diagnosis 2.4.  Marriage Education	6
3	Marital intervention	7
4	Families in Divorce and Remarriage: 4.1 Divorce, Remarriage and Stepfamilies 4.2. Theories and Models of Remarriage and Stepfamilies 4.3. Children’s Adjustment in Stepfamilies 4.4. Relationships in Stepfamilies 4.5. Parenting and Stepparenting 4.6. Conflict in Stepfamilies	8
5	Family Diversity:  5.1.Race, Culture, Ethnicity 5.2. Diversity: A Cultural and Social Environmental Framework	6
6	Qualitative Research and Family Psychology: 6.1. Definitions and Other Fundamentals 6.2. The Products of Qualitative Research 6.3. Using Qualitative Methods with Quantitative Methods 6.4. Some Common Concerns	6
7	Training in Family Psychology: A Competencies-Based Approach 7.1 Core Competencies in Professional Psychology 7.2. Training in Competencies in Family Psychology	4
8	Couple and Family Assessment: 8.1. Characteristics of Family Functioning 8.2. Issues in Assessing Families. 8.3. Clinical Application of Family Assessments	7
9	Therapies in Family Psychology: 9.1. Solution-Focused Brief Therapy 9.2. Behavioral and Cognitive-Behavioral Therapies	6
10	Ethical and Legal Considerations in Family Psychology: 10.1. Competence in Family Psychology 10.2. Unique Ethical Issues in Family Psychology Practice	6

Total number of classes: 60

Learning Outcomes

Unit 1: Students will be enlightened about what Family psychology is, its domains and theories.

Unit 2: Students can learn about marital satisfaction and its assessment and diagnosis.

Unit 3: Students can learn about different aspects of marital intervention and how it can be applied.

Unit 4: This chapter will introduce students with divorce, remarriage and stepfamilies, children's adjustment in stepfamilies and related factors.

Unit 5: Students will learn about the diversity of families in a social and cultural framework.

Unit 6: Students will learn how to do qualitative and quantitative research in family psychology

Unit 7: Students will be able to know what core competencies needed in professional therapy and training related facts.

Unit 8: Students will learn how to assess families from a clinical perspective and issues related to this assessment.

Unit 9: Students will know about solution focused brief therapy and different techniques used in cognitive behavioral therapy

Unit 10: It will provide insight into the ethical and legal considerations in family psychology. 

Instructional Strategies (Mode of Teaching)

Audio-Visual presentation, lecture, discussion, group work.

Readings

Bray, J. H., & Stanton, M. (Eds.). (2009). The Wiley-Blackwell handbook of family psychology. Wiley Blackwell. https://doi.org/10.1002/9781444310238

Pinsof, W. M., & Lebow, J. L. (Eds.). (2005). Oxford series in clinical psychology.Family psychology: The art of the science. Oxford University Press.

 

Course Credit: 4

PSYM502: Neuropsychology

Credit Hours: 4

Introduction to the Course

Neuropsychology is the study of the brain's structures and functions as they relate to specific psychological processes and behaviors. This introductory course is designed to provide students with knowledge about the history and development of neuropsychology and its principles, methods and subject matter-- the brain-behavior relationship and the anatomical basis of cognitive functions. This course will provide the foundation for students interested in pursuing higher studies and buildup a career in clinical neuropsychology, cognitive neuroscience and other fields of experimental brain research.

Course Objectives

This course is designed to help students acquire knowledge on brain and mind theories and methods of neuropsychological studies. They will understand various clinical and experimental applications of neuropsychological knowledge in realistic settings. After successful completion of the course, students should be able to:

1. Gain an understanding of the historical origins and modern developments in neuropsychology.
2. Gain an understanding of the principles and methods of neuropsychology.
3. Understand the organization of the sensory and motor systems.
4. Describe and explain the structural and functional properties of the neocortex.
5. Describe and explain the anatomy and function of the four cortical lobes.
6. Describe and explain the anatomical and functional differences between the left and right cerebral hemispheres.
7. Demonstrate knowledge of the brain-behavior relationship and the anatomical basis of cognitive functions, such as memory, language etc.
8. Describe and explain how brain disorders affect our cognitive functions, such as memory and language functions.
9. Describe and explain the concept of cortical plasticity and its importance in the recovery and rehabilitation of brain damage or brain disorders.

Course Contents and Number of Classes (Lecture Hour)

Unit No.	Topics	No. of classes
1	The Beginnings of Neuropsychology What is neuropsychology? The brain hypothesis The neuron hypothesis Modern developments	3
2	Imaging the Brain’s Activity The brain’s electrical activity Single-cell recording Electroencephalographic (EEG) recording Event-related potential (ERP) recording Megnetoencephalography (MEG) Transcranial magnetic stimulation (TMS) Static brain imaging technique Conventional radiography Pneumoencephalography  Angiography Computerized tomography Dynamic brain imaging Positron-emission tomography (PET) Magnetic resonance imaging (MRI) Functional magnetic resonance imaging (FMRI)	5
3	Organization of the Sensory and Motor Systems Principles of sensory system function Vision Hearing Balance Body senses Taste and smells Principles of motor-system function Neocortical contribution to movement control	8
4	Neocortical Structure and Function The structure of the cortex Functional organization of the cortex	4
5	Anatomy and Function of the Lobes Anatomy of the occipital lobes A theory of occipital-lobe function Anatomy of the parietal lobes A theory of parietal-lobe function Anatomy of the temporal lobes A theory of temporal-lobe function Anatomy of the frontal lobes A theory of frontal-lobe function	12
6	Cerebral Asymmetry Anatomical asymmetry in the human brain Asymmetry in the neurological patients Behavioral asymmetry in the intact brain Neuroimaging and asymmetry Theoretical arguments: What is lateralized? Handedness and functional asymmetry Sex differences in cerebral organization Environmental effects on asymmetry	10
7	Memory and the Brain Amnesia Two kinds of memory Two kinds of explicit memory Role of the hippocampus in memory Multiple memory systems Short-term memory	8
8	Language and the Brain The localization of language Disorders of language The localization of lesions in amnesia	4
9	Brain Plasticity, Recovery and Rehabilitation Environmental effect on brain development Brain injury and plasticity Experimental approaches to studying plasticity Plasticity in the intact adult brain Can plasticity support functional recovery? Examples of functional restitution Plasticity in the injured brain Variables affecting recovery Therapeutic approaches to brain damage	8

Total number of classes: 60

Learning Outcomes

Unit 1: Understand and describe the principles, historical origins and modern developments in neuropsychology.

Unit 2: Understand and describe brain imaging methods.

Unit 3: Understand and describe the organization of the sensory and motor systems.

Unit 4: Describe and explain the structural and functional properties of the neocortex.

Unit 5: Describe and explain the anatomy and function of the four cortical lobes.

Unit 6: Describe and explain the anatomical and functional differences between the left and right cerebral hemispheres.

Unit 7: Describe and explain the anatomical basis of memory and how disorders of the brain affect memory.

Unit 8: Describe and explain the anatomical basis of language and its disorders.

Unit 9: Describe and explain the concept of cortical plasticity and its importance in functional recovery after brain injury.

Instructional Strategies (Mode of Teaching)

We will use both lecture and audiovisual presentations (e.g., PowerPoint slides and video clips) as instructional modes. There will be whole class/small group discussions, and students will be encouraged to ask questions and share their understanding of lecture topics.

Readings

Banich, M. T. (1997). Neuropsychology: The Neural Bases of Mental Function. Houghton Mifflin.

Beaumont, J. G. (2008). Introduction to Neuropsychology (2nd Ed.). Guilford Publications, Inc.

Kolb, B., & Whishaw, I. Q. (2008). Fundamentals of Human Neuropsychology (6th Ed.). Worth Publishers.

Martin, G. N. (2006). Human Neuropsychology (2nd Ed.). Prentice Hall.

Stirling, J. (2001). Introducing Neuropsychology (1st Ed.). Psychology Press.

Zillmer, E., Spiers, M., & Culbertson, W. C. (2007). Principles of Neuropsychology (2nd Ed.). Thomson/Wadsworth.

Course Credit: 4

PSY M 503: Early Childhood Development and Education

Credit Hours: 4

Introduction to the Course

Early childhood development and education is an important determinant of wellbeing over an individual’s lifetime. This course is planned to prepare students with the knowledge, skills and values related to the development and education of the young child. As students will involve with the different domains of development and education by studying this course, they will be afforded opportunities for understanding child development and education in various context with sensitivity to varying abilities and competencies of children. Topics such as human growth and development, research methods used in this area, the importance of attachment in the early childhood period, school readiness, the importance of play and creativity in learning are commonly included here.

Course Objectives

The core objective of designing this course curriculum is to familiarize students at the post graduate level with fundamental concepts, theories and research methodologies used in early childhood development and education with the addition of several learning strategies used for early childhood education. The specific objectives are as follows-

1. Gain knowledge of the basic terminologies, the emergence of the fields, and implications for Early Childhood Development and Early Childhood Education.

2. Gain knowledge of the research methods used in studying Early Childhood Development and Early Childhood Education.

3. Know the genetic principles, methods of behavioral genetics, and biological beginning of life and how genetic abnormalities can influence early life, theories of attachment, factors affecting attachment security, and its effects on Early Childhood Development and Education.

4. Know the nature and scope of physical and sexual abuse in the early years and its influence on development and education. Also, know the preventions and treatments to alleviate the effects.

5. Gain knowledge of the factors affecting school readiness (i.e., children as a self, family, community, etc.), the whole-school approach, and the individualized education approach used for children to maximize their learning potential.

6. Know how children can be educated by different play strategies, learning through play at home and outside, the importance of play as a pillar of early education, and the role of creativity, animation in childhood learning and development.

7. Get acquainted with the present status of the field in first-world countries and contemporary challenges faced in the Asia Pacific.

Course Contents and Number of Classes (Lecture Hour)

Unit No.	Topics	No. of classes
1	Introduction to Early Childhood Development and Education 1.1. Definition of Early Childhood Development and Early       Childhood Education 1.2. Historical Development of Early Childhood Development 1.3. Early Childhood Education as a field in the making             1.4. Early Childhood as a time to intervene for education             1.5. Implication for practice in Early Childhood Development                    and Education	05
2	Research Methodologies used in Child Development and Early Childhood Education 2.1. Observational method used in Child Development 2.1.1. Open Methods: Case History/Diary, Specimen Description 2.1.2. Closed Methods: Event Sampling, Trait Rating, Time           Sampling, Field Unit, Analysis 2.2. Experimental Studies used in Child Development 2.2.1. Threats to Experimental Validity 2.2.2. Relevance of Experiment 2.3. Research methods in early childhood education                   2.3.1 Systematic Research Methodologies       2.3.2 Qualitative Research Methodologies	07
3	Biological Beginning 3.1. Some Genetic Principles 3.2. Methods used by Behavior Geneticists 3.3. Abnormalities in Genes and Chromosomes 3.4. Genetic Counselling	05
4	Attachment theory and its effects on Early Childhood Development and Education 4.1. Measuring the security of attachment 4.2. Stability of attachment 4.3. Cultural variations 4.4. Factors affecting attachment security 4.5. Attachment and its effects on Early Childhood Development and Education	06
5	Child Abuse and its effects on Early Childhood Development and Education 5.1. Physical Abuse’s Nature and Scope of the Problem 5.1.1. Etiology, Risk and Protective Factors 5.1.2. Correlates and Effects of Physical Abuse on Early           Childhood Development and Education 5.1.3. Assessment, Prevention and Treatment of Physical Abuse 5.2. Sexual Abuse’s Nature and Scope of the Problem 5.2.1. Etiology, Risk and Protective Factors 5.2.2. Correlates and Effects of Sexual Abuse on Early           Childhood Development and Education 5.2.3. Assessment, Prevention and Treatment of Sexual Abuse	07
6	School Readiness in Early Childhood Development and Early Childhood Education 6.1. School Readiness                         6.1.1. Children's readiness for school 6.1.2. Schools' readiness for children 6.1.3. Family and community supports and services that           contribute to children’s readiness for school success 6.2. Readiness conditions 6.3. Essential elements and importance of school readiness	06
7	Whole School Approaches & Individualized Education Approaches in Kindergarten 7.1. Whole School Approach                         7.1.1. Definitions, Inclusion means all                         7.1.2. How ready is your school for inclusive practice?                         7.1.3. Readiness for inclusive practice                         7.1.4. An example in practice             7.2. Individualized Education Approach                         7.2.1. Individualized Education Plan 7.2.2. Individuals with Disabilities Education Act                         7.2.3. Individualized Family Service Plan                         7.2.4. Portage Project	06
8	Learning by Playing             8.1. Learning by Playing                         8.1.1. Definition of Play as an important strategy for learning                         8.1.2. Theories of Play                                     8.1.2.1. Psychoanalytic theory 8.1.2.2. Cognitive-developmental theory 8.1.2.3. Socio-cultural and ecological theories 8.1.2.4. Evolutionary and comparative theories             8.2. Development of play as a learning strategy             8.3. Learning through play in organized pre-primary setting, at home and  in the community, in the early grades of primary school 8.4. Meaningful play, importance of classroom playing and Outdoor Playing	07
9	Creativity and Education             9.1. Conceptualizing creativity 9.2. The role of creativity in learning             9.3. Creativity and young children             9.4. A Framework of Creativity             9.5. Creative curriculum and a case study for the potential use of animation in Classroom             9.6. Future direction	06
10	Early Childhood Education’s present status around the world, and Contemporary issues and challenges in Asia Pacific             10.1. Early Childhood Education’s present status around the world                         10.1.1. US, UK, France, Brazil, SA, Australia             10.2. Contemporary issues and challenges in Asia Pacific 10.2.2. China, Singapore, India, Bangladesh	05

Total number of classes: 60

Learning Outcomes

Unit 1: Understand and describe the definition, history in the making of the field, early childhood as a time to intervene for better learning, and implication of Early Childhood Development and Education as an important field of study in Psychology.

Unit 2: Understand and narrate the types of observational methods used in child development research, relevance and threats of experimental studies, systematic and qualitative research methods used in early education research.

Unit 3: Acquire knowledge and narrate the biological beginning of life, genetic abnormalities, and methods used by the behavioral geneticist to study the biological basis of life and its impact on later life’s development and education.    

Unit 4: Understand and narrate the attachment theory, sense of security, and stability in early life and the effects of insecure attachments with a primary caregiver on overall childhood development and education.

Unit 5: Acquire knowledge and describe the nature, scope, risk, and protective factors of physical and sexual abuse during early childhood and in pre-schools. Also, learn what preventive measures and treatments can be put in place to mitigate the negative impacts of those abuses on the children to facilitate normal development in the early years.

Unit 6: Understand and describe the children, family, and community’s readiness for the little one to go to school and support the family and educational institute as a whole. Also, learn the essential elements of school readiness and family’s preparedness and readiness conditions for dealing with any problems of the children going to school.

Unit 7: Acquire knowledge and narrate the meaning of inclusive practice as a part of the whole school approach of early childhood education, school’s readiness to provide the same and be prepared to focus on individualized education, and provide family service for the special needs children in need. 

Unit 8: Understand and describe the definition and development of the play as an effective learning strategy, theories of play as part of education in early life, learning through play in pre-primary, home, and in the community setting, and the importance of classroom and outdoor play in early childhood education and development. 

Unit 9: Acquire knowledge and describe the concept and the role of creativity in early childhood education, how creativity and animation can foster learning among young children in the classroom setting and at home, a framework of creativity, and future direction needed to promote learning by creativity.

Unit 10: Understand and describe the current status of the field around the world, especially in developed countries of the world, and the Contemporary issues and challenges for the countries of the Asia Pacific region.

Instructional Strategies (Mode of Teaching)

This course tracks both lectures (with or without a multimedia projector) and group discussion. Students must read the course materials referenced beforehand to be able to grasp the lecture materials fully, and effectually participate during discussion sessions. For lectures in the physical setting, students ought to abstain from using all types of electronic gadgets (i.e., laptops, mobile, tablet, iPad, etc.). For exceptional conditions such as online class use of those electronic devices mentioned earlier will be allowed but standard decorum of class such as maintaining silence, engage in meaningful discussion will have to be followed. Attendance is mandatory for both physical lectures at the university and remote online classes. Students are highly encouraged to communicate with the respective course instructors for problems in understanding the lectures as well as with the course materials and/or any other factors of the class. 

Readings

Adrienne, G. (2016). Early Childhood Assessment in School and Clinical Child Psychology. Springer-Verlag New York.

Berndt, T. J. (1997). Child Development. Chicago Brown and Benchmark Publishers.

Bornstein, M. H. & Lamb, M. E. (1988). Developmental Psychology: An Advanced Textbook. New
Jersey. Lawrence Erbaum. Associates, Publishers.

Clarke-Stewart, A., Friedman, S. & Coch, J. (1985). Child Development: A Topical Approach. John Wiley & Sons.

Krogh, S. L. & Slentz, K. L. (2010). Routledge. Early Childhood Education: Yesterday, Today, and Tomorrow (2^nd Ed.). Routledge.

Lyman, D. R. & Hembre-Kigin, T. L. (1994). Mental Health Interventions with Preschool Children. pleunum Press.

Minyi, L., Jillian, F., Susan, G. (2017). Contemporary Issues and Challenge in Early Childhood Education in the Asia-Pacific Region. Springer Singapore.

New, R. S. & Cochran, M. (2007). Early Childhood Education: An International Encyclopedia 1st Edition (Vol. 1-4). Praeger Publishers, 88 Post Road West, Westport, CT 06881, USA.

Santrock, J. W. (1997). Children. New York. McGraw Hill.

Saracho, O. N. (2015). Handbook of Research Methods in Early Childhood Education: Review of Research Methodologies (Vol. 1). Information Age Publishing Inc. Charlotte, NC, USA.

 

Course Credit: 4

PSY M 504: Psychosocial Therapy and Intervention

Credit Hours: 4

Introduction to the Course

This course is about the knowledge and skills required to support people with their mental health and well-being. Nearly half of the syllabus focuses on the microskills essential to communicating, building rapport, and working with clients. The remaining part covers behavioural and communication processes underlying psychological difficulties and ways to address them.  

Course Objectives

Upon successful completion of the course, students will be able to

1. Describe the defining features of intentional interviewing, counselling, and psychotherapy.
2. Demonstrate attending behaviour and empathy skills.
3. Understand and recognize the messages that verbal and nonverbal behaviours convey.
4. Ask questions to facilitate communication and explore clients’ issues.
5. Use clarifying skills of paraphrasing, encouraging, and summarizing.
6. Observe and reflect feelings.
7. Explain how faulty cognitions result in psychological problems and how to address them.
8. Explain how to communicate and request nonviolently.
9. Demonstrate nonviolent communication skills.

Course Contents and Number of Classes (Lecture Hour)

Unit No.	Topics	No. of classes
1	Intentional interviewing, counselling, and psychotherapy 1.1   Interviewing, coaching, counselling, and psychotherapy 1.2   The science and art of counselling and therapy 1.3   Two key goals of counselling and psychotherapy: Resilience and    self-actualization 1.4   The microskills hierarchy 1.5   Office, community, phone, and internet: Where do we meet clients?	8
2	Attending and Empathy Skills 2.1  Attending behaviour: The foundational skill of listening 2.2  Awareness, knowledge, and skills of attending behaviour and  empathy skills 2.3  Empathy: Awareness, knowledge, and skills	6
3	Observation Skills Awareness, knowledge, and skills: Principles for observation Nonverbal Behavior Verbal Behavior Discrepancies, mixed messages, and conflict	6
4	Questions: Opening Communication Introduction: Questions Questioning questions Awareness, knowledge and skills: Questions for results  Multiple applications of questions	5
5	Encouraging, Paraphrasing, and Summarizing Introduction: Encouraging, paraphrasing, and summarizing Awareness, knowledge, and skills: Encouraging, paraphrasing, and summarizing Basic techniques and strategies of encouraging, paraphrasing, and summarizing Multiple applications: Additional functions of the skills of encouraging, paraphrasing, and summarizing	8
6	Reflecting Feelings Awareness, Knowledge, and Skills: The Emotional Basis of Counseling and Therapy The Skill Dimensions of Reflection of Feeling Multiple Applications of Reflecting Feelings Key Points and Practice in reflecting feelings	7
7	Cognitive Behaviour Therapy Learning processes and problem development Assessment and formulation Treatment Disengagement	6
8	Nonviolent Communication (NVC) The NVC process Applying NVC in our lives and the world Communication that blocks compassion	6
9	Expressing Requests Using positive action language Making requests consciously Asking for a reflection Requesting honesty Making requests of a group Requests versus demands Defining our objective when making requests	8

Total number of classes: 60

Learning Outcomes

After studying each unit, students should be able to:

Unit 1: 

• Define and discuss similarities and differences among interviewing, counselling, and psychotherapy
• Understand the science and arts of counselling and psychotherapy
• Understand the key goals of counselling and psychotherapy
• Identify the locations where counselling and psychotherapy are practised

Unit 2:

• Understand how attending behaviour, attention, and selective attention form the basis for all counselling and therapy
• Increase their skills in listening to clients, and communicate that interest
• Establish an empathic relationship with their clients

Unit 3:

• Describe how counsellors and their clients behave nonverbally
• ­Note how counsellors and their clients use language
• ­Recognize discrepancies and conflict in verbal and nonverbal behaviours
• Explain abstract and concrete language

Unit 4:

• Understand how to ask questions in a session
• Use questions to draw out and enrich client stories
• Open or close client talk, intentionally, according to the individual needs of the client
• Explain and use ABC and REBT models

Unit 5:

• Value active listening in the communication process
• ­Identify the role of intentional participation, decision making, and responding to client conversation
• Help clients talk in more detail about their issues of concern
• Check the accuracy of their understanding of clients’ issues
• Develop cognitive empathy

Unit 6:

• Understand the nature and central importance of reflecting feeling and what to expect when one uses this skill
• Understand and appreciate affective empathy and its relationship to cognitive empathy and mentalizing.
• Facilitate client awareness of their emotional world and its effect on their thoughts and behavior.
• Help clients sort out and organize their mixed feelings, thoughts, and behaviours toward themselves, significant others, or events.

Unit 7:

• Understand how irrational and faulty cognitions result in psychological difficulties
• Assess erroneous cognitions underlying psychological problems
• Explain cognitive behavioural techniques and how to use them to help clients

Unit 8:

• Understand the nonviolent communication (NVC) process
• Apply NVC in their lives
• Understand and identify the communication that blocks compassion

Unit 9:

• Understand how to use positive action language while expressing requests
• Explain how to ask for reflection and request honesty
• Distinguish between requests and demands

Instructional Strategies (Mode of Teaching)

The course will use lecture and audio-visual presentations. We will present case vignettes and recorded psychotherapy sessions to facilitate group discussions. Students will be invited in role-plays to experience and practice counselling concepts and skills. We will encourage students to ask questions, comment, and share personal reflections.

Readings

Beck, J. S., & Beck, A. T. (1995). Cognitive therapy: Basics and beyond. New York: Guilford press.

Carr, A., & McNulty, M. (Eds.). (2016). The handbook of adult clinical psychology: an evidence based practice approach. Routledge.

Corey, G. (2017). Theory and practice of counseling and psychotherapy. Nelson Education.

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2013). Intentional interviewing and counseling: Facilitating client development in a multicultural society. Nelson Education.

Poorman, P. B. (2003). Microskills and theoretical foundations for professional helpers. Pearson College Division.

Rosenberg, M., & Chopra, D. (2015). Nonviolent communication: A language of life: Life- changing tools for healthy relationships. PuddleDancer Press.

Sutton, J., & Stewart, W. (2017). Learning To Counsel: How to develop the skills, insight and knowledge to counsel others. Robinson.

Course Credit: 1

PSYM 505.01: Psychological Disorders of Childhood and Adolescence

Credit Hours: 4

Introduction to the Course

This course will introduce students to the unique field of study of abnormal child psychology from a developmental perspective. It is designed to provide students with a research-based examination of the classification, causes, origins, and treatment of the major psychological disorders that occur in childhood and adolescence. The course will also help students to have relevance to their everyday lives while dealing with children and adolescents as a parent, teacher or mentor.

Course Objectives

The course is designed to make students:

• Understand maladaptive behaviors of children and adolescents from a developmental perspective.
• Critically review the risk and protective factors that shape the course of development.
• Examine the dominant theoretical frameworks that have been applied to understanding the etiology of child and adolescent mental health disorders.
• Explain symptoms, classification, etiology, assessment and treatment of common mental disorders affecting children and adolescents.
• Know the disorders of children and adolescents in the context of Bangladesh.

Course Contents and Number of Classes (Lecture Hour)

Unit No	Topic	Number of Classes
1	1.1. Introduction: Abnormal Child Psychology 1.1.1. Child Psychopathology as a Unique Discipline 1.1.2. Clinical Child Psychology: Focus on Development 1.1.3. Understanding Maladaptive Behaviors From a Developmental Perspective 1.1.4. The Five Recurrent Themes 1.2. Understanding Abnormal Development 1.2.1.  Child Psychopathology and Adult Psychopathology 1.2.2.  Determining Normal From Abnormal Behavior 1.2.3. The Four D’s: Concepts of Abnormality 1.2.4. Theoretical Perspectives  1.3. Understanding Abnormal Development: Risks and Protective Factors 1.3.1. Contexts of Development 1.3.2. Prevention and Health Promotion	6
2	Neurodevelopmental Disorders 2.1.  Intellectual Disability (ID) 2.1.1. Definition and Systems of Classification 2.1.2. Developmental and Associated Features 2.1.3. Etiology and ID Subtypes 2.1.4. Risks and Protective Factors 2.1.5. Assessment 2.1.6. Intervention and Prevention 2.2. Autism Spectrum Disorder (ASD) 2.2.1. Description and Associated Features 2.2.1.1. Specifiers for ASD 2.2.1.2. Impairment in Social Interaction: Developmental Considerations 2.2.1.3. Impaired Language and Communication 2.2.1.4. Restricted, Repetitive Behaviors and Interests 2.2.1.5. Intellectual Functioning: ASD and Intellectual Developmental Disabilities 2.2.1.6. Developmental Issues and Concerns 2.2.2. Prevalence and Etiology 2.2.3. Assessment Treatment and Intervention 2.3. Specific Learning Disabilities  2.3.1. Current Issues: Definition and Systems of Classification 2.3.2. Two Systems of Classification: The DSM-5 (APA, 2013) and IDEA (2004) 2.3. 2.1. The DSM-5 (APA, 2013): Clinical Classification and Diagnostic Criteria 2.3.2.2. IDEA (2004): Educational Definition and Eligibility Criteria 2.3.3. Specific Types of Learning Disabilities 2.4. Attention Deficit Hyperactivity Disorder (ADHD) 2.4.1. Current Clinical Description of ADHD 2.4.2. Developmental Considerations and Associated Features 2.4.3. Comorbid and Related Disorders 2.4.4. Etiology: The Biological and Neurological Model 2.4.5. Assessment 2.4.6. Treatment	12
3	Internalizing Disorders  3.1. Anxiety Disorders and Obsessive Compulsive and Related Disorders 3.1.1. Anxiety: A Conceptual Perspective 3.1.2. Separation Anxiety Disorder 3.1.3. Selective Mutism 3.1.4. Specific Phobias and Fears 3.1.5. Social Anxiety Disorder (Social Phobia) 3.1.5. Panic Disorder 3.1.6. Agoraphobia 3.1.7. Generalized Anxiety Disorder 3.1.8. Obsessive-Compulsive Disorder  3.2. The Mood Disorders: Depression, Bipolar Disorder, Suicide 3.2.1.  Depressive Symptoms and Syndromes 3.2.2.  Depressive Disorders 3.2.2.1.  Adjustment Disorder With Depressed Mood 3.2.2. 2. Disruptive Mood Dysregulation Disorder (DMDD) 3.2.2.3. Persistent Depressive Disorder (PDD) 3.2.2. 4. Major Depressive Disorder (MDD) 3.2.3.  Bipolar Disorders 3.2.3.1.  Description and Associated Features 3.2.3.2. Types of Bipolar Disorders 3.2.3.3. Risk Factors and Prevalence 3.2.3.4. Developmental Course 3.2.3.5. Issues in Understanding Bipolar Disorder in Children and Youth 3.2.3.6. Etiology and Theoretical Perspectives 3.2.3.7. Assessment and Differential Diagnosis 3.2.3.8. Assessment and Treatment 3.2.4.  Suicide 3.2.4.1. Suicide Attempts and Nonsuicidal Self Injury (NSSI) 3.2.4.2. NSSI and Risk for Suicide Intent 3.2.4.3. Prevalence Rates 3.2.4.4. Treatment Alternatives 3.2.4.5. Suicide and Developmental Course 3.2.4.6. Risks and Protective Factors 3.2.4.7. Etiology 3.2.4.8. Assessment, Treatment, Intervention and Prevention	12
4	Externalizing Problems and Disorders: 4.1. Behavioral Problems and Disruptive Disorders 4.1.1. Aggressive Behavior Across the Developmental Spectrum 4.1.2. The Disruptive Behavior Disorders 4.1.2.1 Oppositional Defiant Disorder (ODD) 4.1.2.2 Conduct Problems and Conduct Disorder (CD) 4.1.3. The Disruptive Behavior Disorders: Etiology 4.1.4. Disruptive Behavior Disorders: Risks and Protective Factors 4.1.5. Disruptive Behavior Disorders: Assessment, Treatment and Intervention 4.2. Elimination Disorders 4.2.1. Enuresis 4.2.1.1  Presentation of the Current Diagnostic Criteria in DSM-5 4.2.1.2.  Comment on the DSM-5 Diagnostic Criteria for Enuresis 4.2.1.3.  Etiology and, Symptom Presentation 4.2.1.4. Course and Prognosis and, Developmental Challenges 4.2.1.5.  Assessment of Enuresis 4.2.1.6. Treatment and Outcome 4.2.2.  Encopresis 4.2.2.1.  Current Diagnostic Criteria in the DSM-5 4.2.2.2.  Etiology 4.2.2.3.  Symptom Presentation 4.2.2.4.  Course and Developmental Challenges 4.2.2.5. Assessment and Diagnostic Procedures 4.2.2.6. Treatment and, Prognosis and Outcomes	8
5	Problems with Onset in Later Childhood or Adolescence   6.1. Eating and Feeding Disorders 5.1.1.  Disordered Eating, Body Dissatisfaction, Obesity, and Weight Control 5.1.2.  Avoidant/Restrictive Food Intake Disorder 5.1.3.  Anorexia Nervosa (AN) 5.1.4.  Bulimia Nervosa 5.1.5.  Etiology and Theoretical Models 5.1.6.  Assessment, Intervention, Treatment, and Prevention  5.2. Substance-Related Disorders 5.2.1. Substance Use Disorders, Substance-Induced Disorders, Intoxication, Withdrawal 5.2.2. Youth Substance Use: Nature and Course 5.2.3. Etiology of Substance Use/Abuse 5.2.4. Treatment and prevention of Substance Disorders	10
6	Stress, Trauma-Related Disorders and Child Maltreatment: 6.1. Adjustment Disorders: Nature and Developmental Course 6.2. Adjustment Problems in Early and Middle Childhood 6.3. Adjustment Problems in Adolescence 6.4. Traumatic Attachment Disorders 6.5. Traumatic Stress Disorders 6.6. Nature and Developmental Course of the Traumatic Stress Disorders 6.7. Child Maltreatment and Trauma 6.8. Types of Child Maltreatment 6.9. Child and Family Characteristics 6.10. Prevention and Intervention for Child Maltreatment	8
7	Disorders of childhood and adolescence in the context of Bangladesh	4

Total number of classes: 60

Learning Outcomes

Unit 1:

• Be familiar with the study of abnormal child psychology from a developmental perspective and as a unique field of study.
• Know the five consistent themes which are the cornerstone of understanding child psychopathology.
• Distinguish normal from abnormal behavior and differentiate between adult and child psychopathology.
• Explain five theoretical models that are used in the understanding of child psychopathology.
• Discuss the risks and protective factors that can shape the course of development.

Unit 2:

• Know neurodevelopmental disorders.
• Define Intellectual Disability (ID) and know the systems of classification.
• Discuss developmental and associated features of ID
• Explain etiology and ID Subtypes.
• Identify risks and protective factors of ID.
• Discuss assessment, intervention and prevention of ID.
• Know the diagnostic and associated features of Autism Spectrum Disorder (ASD)
• Discuss the prevalence and etiology of ASD.
• Discuss assessment, treatment and intervention of ASD.
• Define specific learning disabilities.
• Know the systems of classification for specific learning disabilities.
• Discuss specific types of learning disabilities.
• Discuss assessment and intervention for specific types of learning disabilities.
• Be familiar with the clinical and associated features of Attention Deficit Hyperactivity Disorder (ADHD).
• Recognize three subtypes of ADHD.
• Understand ADHD in developmental context.
• Know comorbidity of ADHD.
• Discuss etiology, assessment and treatment of ADHD.

Unit 3:

• Be familiar with Internalizing Disorders.
• Explain what anxiety is and what the anxiety disorders are.
• Describe clinical features, etiology and treatment of Separation Anxiety Disorder, Selective Mutism, Specific Phobias and Fears, Social Anxiety Disorder (Social Phobia), Panic Disorder, Agoraphobia, Generalized Anxiety Disorder and Obsessive-Compulsive Disorder
• Explain depressive symptoms, syndromes and depressive disorders.
• Discuss four major diagnostic categories of depressive disorders.
• Discuss risk and protective factors of depressive disorders.
• Discuss etiology, assessment and treatment of depressive disorders
• Explain types of manic episodes and bipolar disorders.
• Discuss risk factors, prevalence and developmental course of bipolar disorders.
• Discuss etiology, assessment and treatment of bipolar disorders.
• Explain suicide, suicide attempts and nonsuicidal self-injury.
•  Discuss risks and protective factors of suicide.
• Understand etiology, assessment, treatment and prevention of suicide.

Unit 4:

• Know how to classify externalizing problems and disorders.
• Discuss aggressive behavior across the developmental spectrum.
• Explain three types of Disruptive Behavior Disorders.
• Understand the etiology the disruptive behavior disorders.
• Describe risks and protective factors of disruptive behavior disorders.
• Discuss assessment, treatment and intervention of disruptive behavior disorders.
• Understand what elimination disorders are.
• Know the current diagnostic criteria of Enuresis in DSM-5.
• Discuss the course, prognosis and developmental challenges of Enuresis.
• Discuss etiology, assessment and treatment of enuresis.
• Know the current diagnostic criteria of encopresis in DSM-5.
• Discuss the course, prognosis and developmental challenges of encopresis.
• Discuss etiology, assessment and treatment of encopresis.

Unit 5:

• Understand disordered eating, body dissatisfaction, obesity, and weight control in youth.
• Avoidant/Restrictive Food Intake Disorder
• Know three types of early onset eating problems.
• Discuss three categories of eating disorders.
• Understand the etiology of eating disorders.
• Discuss assessment, treatment and prevention of eating disorders.
• Be familiar with substance use disorders, substance-induced disorders, intoxication, and withdrawal.
• Understand the nature and course of substance use in youth.
• Discuss etiology, treatment and prevention of substance disorders.

Unit 6:

• Understand the nature and developmental course of adjustment disorders.
• Discuss adjustment problems in childhood and adolescence.
• Explain traumatic attachment disorders and traumatic stress disorders.
• Understand the nature and developmental course of the traumatic stress disorders.
• Know what child maltreatment and trauma are.
• Discuss how child maltreatment, child and family characteristics play important role in the development of adjustment disorders
• Discuss prevention and intervention for child maltreatment.

Unit 7:

• Discuss child and adolescent disorders in the context of Bangladesh.

Instructional strategies

The course will involve a combination of lectures, video presentations, group discussions, and case studies to facilitate student learning.

Readings

Comer, R. J. (2015). Abnormal psychology (9th ed.). New York, NY: Worth Publishers.

Goldstein, S., & DeVries, M. (Eds.). (2017). Handbook of DSM-5 Disorders in Children and Adolescents. Gewerbestrasse: Springer International Publishing AG.

Lyman, D.R., & Hembre-Kigin, T.L. (1994). Mental Health Interventions with Preschool

      Children. New York: Springer.

Matson, J. L. (Ed.).( 2018). Handbook of Childhood Psychopathology and Developmental Disabilities Assessment, Autism and Child Psychopathology Series, Gewerbestrasse: Springer International Publishing AG

Wilmshurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective (2nd ed.). New York: Routledge.

Course Credit: 1

PSY M 505.02: Neuroleadership

Credit Hours: 4

Introduction to the Course

Recent neuroscientific discoveries and methods of neuroscience are being incorporated not only in psychology but in the fields of business, management, and marketing as well. This addition of neuroscientific knowledge and methods in these fields made it necessary to study Neuroleadership. Neuroleadershp is the intersection of neuroscience and the neural basis of leadership and management practices. It is a new interdisciplinary field which explores the neural basis of leadership and management practices, effectively bringing about the interface between the tools of social-cognitive and affective neuroscience, cognitive neuroscience, integrative neuroscience, neurobiology, and other domain within neuroscience, and the questions and theories from leadership and management social sciences. It aims to open new opportunities for personal growth, improving organizational skills, along with an understanding of the brain functions of making a better leader in every sector, particularly in the corporate world.

​Course Objectives

This course will introduce and develop a fundamental understanding of the emerging field of Neuroleadership among the students at the postgraduate level, and facilitate the development of assertive, empathetic, and inspirational leadership in organizations. This will help build and develop socially responsible and sustainable organizations for the present and future. The specific objectives of the course are as follows.

1. Gain knowledge of the emergence and definition of the field of Neuroleadership, and how Neuroleadership is connected with integrative neuroscience.

2. Learn the neural subtracts of decisions making, using the brain for strategic reasoning, and how Neuroleaders solve problems within their organizations by using insight and learning form the brain.

3. Know and learn how to stay calm under pressure and regulate emotion, using mindfulness for contribution to authentic leadership. Also, learn the brain's braking system and neuroscience of mindfulness and its effects on wellbeing and performance.

4. Gain knowledge of the several important theories of Neuroleadership (i.e.: SCARF), neuroscience of engagement, and how these theoretical approaches evolved over the years and used for collaboration and business.

5. Learn how Neuroleadership can facilitate change via turning 360 around from the earlier approaches to study leadership, learning that lasts through ages, and application of neuroscience in executive team coaching.

6. Acquire the knowledge of Neuromarketing as brain-based selling and influencing through framing the purchase decisions, the single best persuasion technique, and the power of free/zero and hyperbolic discounting in marketing and business.

7. Learn the ACTIVE model as a tool to enable Neuroleaders to form a healthy brain-focused workplace to facilitate better organizational output.

Course Contents and Number of Classes (Lecture Hour)

Unit No.	Topics	No. of classes
1	The Field of Neuroleadership 1.1. The emerging field of neuroleadership 1.2. Defining neuroleadership as a field 1.3. Neuroleadership and integrative neuroscience	06
2	Making Decisions and Solving Problems 2.1. How insight happens: learning from the brain 2.2. Using the whole brain to improve strategic reasoning 2.3. Neural substrates of corporate decision making	07
3	Regulating Emotions 3.1. Staying cool under pressure: insights from social-cognitive            neuroscience and their implications for self and society 3.2. The brain's braking system 3.3. The neuroscience of mindfulness 3.4.  Mindfulness, well-being, and performance 3.5. The potential contribution of neuroscience to authentic leadership 3.6. Mindfulness as capacity: at the threshold of leadership's next wave?	08
4	Collaboration and business 4.1. Herman’s brain dominance concept 4.2. Supportive leadership by Huther 4.3. SCARE: a brain-based model for collaborating with and        influencing others. 4.4. SCARF in 2012: updating the social neuroscience of collaborating         with others 4.5. Neuroleadership according to Elger 4.6. Pillay’s brain based approach 4.7. Neuroscience of engagement 4.8. Evolution of the approaches 4.9. Mapping leadership behaviors to neuroleadership models: a NASA        case study	13
5	Facilitating Change 5.1. Turn the 360 around 5.2. Learning that lasts through AGES 5.3. Neuroleadership and the productive brain 5.4. Neuroscience of engagement and SCARF: why they matter to        schools 5.5. Application of neuroscience in executive team coaching: the WSR       Case	07
6	Neuromarketing: Brain-Based Selling and Influencing 6.1. Celebrities Sell 6.2. Framing the Purchase Choices 6.3. Hyperbolic Discounting 6.4. Turning It Upside Down: When We Are the Marketers 6.5. The Power of Free/Zero 6.6. The Single Best Persuasion Technique	10
7	Practical Applications           7.1. Introduction             7.2. ACTIVE Model                    7.2.1. Analysis                    7.2.3. Consistency Profile                    7.2.4. Transformation                         7.2.5. Inconsistency Avoidance                         7.2.6.  Verification           7.3. Competencies of the Neuroleader           7.4. Summary	9

 Total number of classes: 60

Learning Outcomes

Students will be able to understand and describe

Unit 1: the definition, history, and development of Neuroleadership as an emerging field of study and its relationship with integrative neuroscience.

Unit 2: how insight and learning happens in the brain, neural subtracts of corporate decision-making, and how the whole brain can be used for the strategy of reasoning and decision-making.

Unit 3: the brain’s baking system and how to be cool under pressure, the neuroscience of mindfulness, its influence on wellbeing, performance, and capacity to be the next wave of leadership.

Unit 4: the models of Neuroleadership for operating in business, and how suitable those approaches are for implementation in business environments and corporate organizations for better output.

Unit 5: how Neuroleadership can facilitate change by using the productive brain, applying the ‘turn the 360’ approach, neuroscience of engagement, the SCARF model’s importance in education and the use of neuroscience for executive team coaching.

Unit 6: the brain-based selling and influencing technique of making purchasing decisions, the power of free/zero, hyperbolic discounts, the single best persuasion techniques, and how the table is turned when the seller becomes a marketer.

Unit 7: the ACTIVE model as a practical approach for implementing the knowledge of neuroleadership, and learn the PERFECT model of competencies of a neuroleader in a practical setting.

Instructional Strategies (Mode of Teaching)

The teaching will comprise both lectures (with or without a multimedia projector) and group discussion. Students must read the text beforehand to fully follow, understand and actively participate in the class. For classes in a physical setting, students should avoid using all types of electronic devices (e.g., laptops, mobile, tablet, iPad). However, this code of conduct does not apply for online classes that might be necessary during unusual/unavoidable circumstances, such as pandemic situation. The standard decorum of class, such as maintaining silence, active engagement in meaningful discussion is necessary to follow. Attendance is mandatory for classes in both physical and online settings. Students are advised to communicate with the faculty whenever they face any problems with the course material or any other facets of the course. 

Readings

Fabritius, F. & Hagemann, H. W (2017). The Leading Brain: Powerful Science-Based Strategies for Achieving Peak Performance. Tarcherperigee, New York, USA.

Ghadiri, A., Habermacher, A., & Peters, T. (2012). Neuroleadership: A Journey Through the Brain for Business Leaders. Springer-Verlag Berlin Heidelberg.

Howard, P. J. (2014). The Owner's Manual for the Brain: The Ultimate Guide to Peak Mental

     Performance at All Ages. HarperCollins Publishers, 195 Broadway, New York, NY 10007.

Page, F. (2017). Neuroleadership: How the World's Best Leaders Use Psychology to Win.

       Neurotriggers.

Rock, D. (2020). Your Brain at Work Revised and Updated.  HarperCollins Publishers, 195

       Broadway, New York, NY 10007. USA.

Rock, D. & Ringleb, A. H. (2013). Handbook of Neuroleadership. Neuroleadership Institute. New York, USA.

Swart, T., Chisholm, K. & Brown, P. (2015). Neuroscience for Leadership: Harnessing the Brain Gain Advantage. Palgrave Macmillan.

Course Credit: 1

PSY M 505.03: Environmental Psychology

Credit Hours: 4

Introduction to the Course

Environmental Psychology is a contemporary applied branch of Psychology that evolved in a multidisciplinary approach to study and understand the interaction between human behavior and its environment. It deals with how the environment influences our behavior and vice versa. Students are aimed to build a strong theoretical understanding of these environment-behavior interactions for applying their knowledge to their practical life. Even to become an effective professional psychologist one must have sufficient knowledge about environmental issues that affect our psyche. The course is offered at the Masters level at the department. Its purpose is to prepare students to be more proficient in the field of environmental psychology-related professions in the future.

Course Objectives

This course is designed to help students develop the conceptual background and research findings related to environmental psychology. This course is designed to achieve a number of integrated objectives that are important to the understanding and applications of the knowledge about how people behave differently in different environmental conditions as well as how does our behavior affects our environment. Upon successful completion of the course, students should be able to:

1. Develop a clear understanding of basic terminologies and methods of environmental psychology and be able to explain multi- and unidimensional conceptualization of environmental behavior and measurement of environmental behavior.

2. Explain different models of environmental behavior and have understanding research findings related to personal space and territoriality.

3. Conceptualize the effects of environmental stress and urban environmental quality.

6. Gain knowledge of the quality of life (QoL) and effects of the disaster and environmental pollution on physical and mental health.

5. Gather knowledge of environmental issues in developing countries and how psychologists can guide people towards pro-environmental behavior.

Course Contents and Number of Classes (Lecture Hour)

Unit No.	Topics	No. of classes
1	Environmental Psychology: History, Scope, and Methods Introduction, history, and current scope of environmental psychology 1.2. Characteristics of environmental psychology       1.3. Research methods of environmental psychology	05
2	Measuring Environmental Behavior 2.1. What to measure---behavior or impact? 2.2. How should environmental behavior be measured? 2.3. Multi- and unidimensional conceptualization of environmental behavior	07
3	Models to Explain Environmental Behavior 3.1. Theory of planned behavior 3.2. The norm activation model 3.3. The value-belief-norm theory of environmentalism 3.4. Goal framing theory	07
4	Personal Space and Territoriality 4.1. Functions of personal space and territoriality 4.2. Study methods, determinants, and consequences of personal space 4.3. Origins, functions, study methods, and research evidence of territoriality	06
5	Environmental Stress 5.1. Conceptualizations of stress 5.2. Effects of environmental stress    5.2.1. Noise    5.2.2. Crowding    5.2.3. Poor housing quality    5.2.4. Poor neighborhood quality    5.2.5. Traffic congestion	05
6	Urban Environmental Quality 6.1. Urban setting as a source of stress, discomfort, restoration, and well-being 6.2. A multidimensional approach to urban environmental quality 6.3. The multi-place approach	06
7	Environment and Quality of Life (QoL) 7.1. Objective and subjective Quality of Life (QoL) 7.2. Unidimensional and multidimensional measures of QoL 7.3. Research overview on environment and QoL	05
8	Disasters and Pollution 8.1. Content, characteristics of disasters 8.2. Perception and psychological effects of disasters 8.3. Environmental theories of disasters 8.4. Primary and secondary victims 8.5. Perception, health issues, performance, and social behavior under air pollution	08
9	Environmental Issues in Developing Countries 9.1. Introduction, predicting behavior and behavior change 9.2. Environmental concern and public health problems 9.3. Living environments in developing countries	06
10	Changing Behavior to Save the Environment 10.1. Introduction, how can environmental psychology guide environmentally responsible actions? 10.2. The commons dilemma as an environment-behavior problem strategy to encourage environmentally responsible behavior 10.3. Beyond traditional behavioral interventions	05

Total number of classes: 60

Learning Outcomes

Unit 1: Students should develop clear understanding about definition, nature, history, scope, and methods of environmental psychology.

Unit 2: Students will be able to explain multi- and unidimensional conceptualization of environmental behavior and how environmental behavior is measured.

Unit 3: Students will be able to explain different models of environmental behavior.

Unit 4: Students should have an understanding of functions, factors, research findings related to personal space and territoriality.

Unit 5: Students should achieve a conceptual understanding of the effects of environmental stress such as noise, crowding, poor housing quality, poor neighborhood quality, traffic congestion.

Unit 6: Students should have an understanding of dimensions of urban environmental quality.

Unit 7: Students should have an understanding of the relationship between people’s environment and their quality of life (QoL).

Unit 8: Students should have an understanding of the effects, psychological intervention, and prevention of disaster, and air pollution and its effects on health, performance and social behavior.

Unit 9: Students should have an understanding of different environmental issues in developing countries.

Unit 10: Students should achieve an understanding of how psychologists can guide people towards pro-environmental behavior.

Instructional Strategies

This course follows primarily a lecture (using or without using a multimedia projector). Readings from the text should be completed beforehand to get the most out of each class and ensure that students can follow the lectures effectively. In the Physical classroom usage of all types of electronic devices are prohibited, and attendance is mandatory for the same. In special circumstances such as for online classes use of mobile phones, laptops, desktops, tablets are allowed based on the conditions that students will maintain silence and only engage in meaningful conversation relating to course material. Students should contact the course instructor if they face any problem with the course materials and texts provided.

Readings

Bechtel, R.B. & Churchman, A. (Editors) (2002). Handbook of Environmental Psychology. NY, USA: John Wiley & Sons, Inc.

Bell, P.A., Greene, T.C., Fisher, J.D., & Baum, A. (2005). Environmental Psychology. 5th edition.  East Sussex, London, UK: Psychology Press (Taylor & Francis Group).

Blum, A., Singer, J.E. & Valins, S. (Editors.), (1978). Advances in Environmental Psychology. New York, USA: Erlbaum.

Gifford, R. (Editor) (2016). Research Methods for Environmental Psychology. West Sussex, UK: John Wiley & Sons, Ltd. Heimstra, N.W. & McFarling, L.H. (1974). Environmental Psychology. Betment. C.A. Brooks/Cole.

Steg, L., Berg, A.E.V.D., & DeGroot, J.I.M. (Editors.) (2013). Environmental Psychology An Introduction. West Sussex, UK: BPS Blackwell Publishing (British Psychological Society and John Wiley & Sons, Ltd.)

Valentin, J. & Gamez, L. (Editors) (2010). Environmental Psychology New Developments. NY, USA: Nova Science Publishers, Inc.

Course Credit: 1

PSY M 505.04: Advanced Social Psychology

Credit Hours: 4

Introduction to the Course

Social Psychology is the field of Psychology that focuses on the scientific study of how the thoughts, feelings, and behaviors of individuals are influenced by numerous stimuli (i.e.: actual, imagined, and implied presence of others). The Advanced Social Psychology course at the post-graduate level will cover topics such as group behavior, social attitudes and motives, research methods in social psychology, criminal behavior and prevention of those, social norms and roles among others.

Course Objectives

This course is designed to familiarize students with the fundamental concepts of social constructs and phenomena such as group dynamics, social attitudes, judgments and beliefs, crime with several other topics. The specific objectives of the course are as follows-

1. To understand the basics of group behavior within the society and how different types of social attitudes and motives influence an individual’s social behavior.

2. To understand the influence of social variables in psychological research and analyze real-world problems using social psychological research.

3. To gain knowledge of the attribution theory, social norms and roles, and how we judge ourselves and explain others in any given social situation.

4. To understand the social and environmental roots of criminal behavior and the effective ways for prevention crime within the society.

5. To gain insight into the social and psychological attributes affecting courtroom decisions and how social psychologists can research those.

Course Contents and Number of Classes (Lecture Hour)

Unit No.	Topics	No. of classes
1	The social psychology of groups 1.1. Group cohesiveness 1.2. Group problem solving 1.3. Cooperation and competition 1.4. Aggression and violence 1.5. Risk taking	06
2	Social attitudes and motives: their measurement 2.1. Authoritarian attitudes 2.2. Achievement motive and need for affiliation and other social attitudes 2.3. Altruism: helping others- Theories: Social Exchange, Social Norms and Evolutionary Psychology 2.4. Factors influencing altruism	08
3	The Social psychology of psychological research 3.1. Experimenter influence 3.2. Experimenter expectancy effects 3.3. Experimenter effects 3.4. Subjects perception of experimental situation and their motivation 3.5. Suspiciousness: Their Implication for future research	08
4	Social Beliefs and judgments 4.1. Explaining others     4.1.1. Attributing causality     4.1.2. Fundamental attribution errors     4.1.3. Why do we make the attribution error? 4.2. Explaining ourselves     4.2.1. Attributions for positive and negative events     4.2.2. Self –disparagement     4.2.3. Self-handicapping     4.2.4. Self-presentation     4.2.5. Information processing     4.2.6. Self-esteem motivation     4.2.7. Self-efficacy	08
5	Norms & Roles 5.1 Norms            5.1.1. Universal norms            5.1.2. Norms vary with culture     5.1.3. Norms vary with gender 5.2. Roles    5.2.1. Effects of role playing    5.2.2. Roles that dehumanize    5.2.3. High and low status roles    5.2.4. Role reversal	06
6	Crime 6.1. Definition: The classification of crimes 6.2. Methods for studying criminal behavior 6.3. Social roots of crime    6.3.1. Frustration    6.3.2. Aggression and crime    6.3.3. Presence of guns    6.3.4. Deindividuation    6.3.5. Conformity    6.3.6. Compliance and obedience 6.4. The Environmental roots of crime    6.4.1. Heat and crime    6.4.2. Noise and crime    6.4.3. Natural disasters and crime    6.4.4. Personal space and crime    6.4.5. Crowding and crime    6.4.6. Territoriality and crime    6.4.7. Geography and crime	10
7	Psychology in the courtroom       7.1. Eyewitness testimony       7.2. The Jurors as individuals       7.3. The Jury as a group	06
8	Preventing crime 8.1. Prevention Through Punishment 8.2. Prevention Through Policing 8.3. Prevention Through Community Action 8.4. Prevention Through Individual and Family Intervention 8.5. School- Based Prevention	08

Total number of classes: 60

Learning Outcomes

Unit 1: Students will achieve an understanding of the group’s cohesiveness, cooperation, competence, aggression, violence, and risk-taking within the group. Additionally, they should be able to describe group problem-solving strategies studies and research by the social psychologists.

Unit 2: Students should be able to describe and differentiate between authoritarian and altruistic attitudes, factors affecting the same, and theories of social attitudes and motives.

Unit 3: Students will be acquainted with experimenter- observer expectancy effect, perceptual influences, and effect of suspiciousness for psychological research in a social setting. 

Unit 4: Students will have knowledge of the attribution theory and fundamental error of explaining others and self-presentation factors to explaining oneself in terms of social beliefs and judgment.

Unit 5: Students will be acquainted with universal norms and how norms vary with gender and culture. Besides, they will also understand the roles played by individuals in society and their outcomes such as dehumanization and role reversal.

Unit 6: Students should be able to describe the definition and classification of crime in a social setting. Also, they will be able to describe and distinguish the social and environmental roots of those crimes.

Unit 7: Students will gain knowledge of the factors influencing the judgement made in any courtroom such as testimonies of the eyewitness, the juror’s decision and behavior as an individual and as part of the jury group.

Unit 8: Students will achieve an understanding of the preventive method of criminal behavior such as through policing, punishment, community action, school and family based interventions.

Instructional Strategies (Mode of Teaching)

This course will mainly follow Lectures (with or without a multimedia projector) with periodical Group Discussion. To enhance understanding, and effective participation in group discussions students should prepare before the lecture by reading the designated material. Attendance is mandatory for both physical and online classes. For online classes use of mobile phones and other electronic devices are but the use of the same is prohibited during lectures in the physical setting. The student should contact their designated course teacher while facing drawbacks with course materials or course-related other factors.

Readings

Cassel, E. and Bernstion, D. A. (2007). Criminal Behaviour (2nd ed). Lawrence Erlbaum
Associates, Publishers Mahwah, New Jersey, London.

Brown, R. (1965). Social Psychology (Latest Ed.) Glencoe, Illinosi, Free Press.

Cartwright, A. and Zander, A. (1960). Group Dynamics: Research and theory, New York:
Harper & Row.

Edwards, A. L. (1967). Techniques of Attitude Scale Construction. New York: Application
Century Crofts.

Ldindgren, H. C. (1973). An Introduction to Social Psychology. John Wiley & Sons, New York.

Myers, D. G. (1990). Social Psychology, New York. McGraw Hill.

Rosenthal R (1966). Experimenter Effects in Behavioural Research, New York. Appleton

      Cenury Crofts.

Rosnow RL and Rosenthal R (1969). Artifact in Behavioral Research, (Eds.) New York.

      Academic Press.

Secord, P. F. and Backman, C. W. (1964). Social Psychology. New York. McGraw Hill.

Course Credit: 6

Thesis/Project

Course Credit: 2

Internship

Course Credit: 2

Seminar

Course Credit: 2

Viva Voce