Introduction to the Program:
Title: M.S. Educational Psychology
Duration: One Year
Eligibility: Admission & Eligibility
Application for admission in master level is usually call within November each year. Admission is subject to satisfactory performance on written and oral test. The specific eligibility criteria for application are-
Structure of the Courses.
The Department offers Master and MPhil in two distinct areas of psychology. i) Educational Psychology and ii) Counselling Psychology. PhD degree is offered for. Educational and Counselling Psychology
Basic course structure for Masters in Educational Psychology
|
Total |
Theoretical |
Research |
Practical |
Internship |
Viva |
|
No. of Course = 11 |
7 |
1 |
1 |
1 |
1 |
|
Credit Hours = 34 |
22 |
2 |
4 |
4 |
2 |
Course title and Number, Credit hour and number of classes.
M.S. Educational Psychology (one-year)
|
Course No. |
Course Title |
Marks |
Credit |
|
EP M:501 |
Psychological Theories and Principles |
50 |
2 |
|
EP M:502 |
Understanding and Managing Developmental Disorders |
100 |
4 |
|
EP M:503 |
Interpersonal Communication Skills |
100 |
4 |
|
EP M:504 |
Assessment, Planning and Instruction |
100 |
4 |
|
EP M:505 EP M:506 |
Interventions in Educational Setting Research Methods in Educational Psychology |
100 50 |
4 2 |
|
EP M:507 EP M:508 EP M:509 EP M:510 EP M:511 |
Professional Code of Conduct and Supervision Research Project and Seminar Practical Internship and Placement (field work) Viva |
50 50 100 100 50 |
2 2 4 4 2 |
|
|
Total : 11 Course |
850 |
34 |
Introduction to the course, objective, course content with learning outcome: are given in detail
Number of Class: For full credit course 60 hours of lecture and for half credit 30 hours of lecture.
Number of tutorial classes: Tutorial class includes case and internship supervision and research project class:
Case and Internship Supervision: 50 Hours
Research project: 20 Hours
Instructional Strategies:
Participatory and experiential methods are followed which includes anagogical instructional strategies for adult learning such as Lecture, Power point presentation, Relevant videos, Group discussion, Individual group activity, Demonstration, Role play,
4: Student Assessment / Evaluation Policy
Assessment System of Theoretical courses (i) Educational Psychology (ii) Counselling Psychology
Number of in course: 2 for Full Unit and 1 for Half Unit
Final Examination: 1 (comprehensive) at the end of the year. For half unit 2 hours and full unit 3 hours.
Marks Distribution for MS Theoretical Courses
|
|
Attendance |
Presentation |
Assignment |
Mid-Term Exam |
Final Exam |
|
Theoretical Full Unit |
5% |
5% |
10% |
20% |
60% |
|
Theoretical half Unit |
2.5% |
2.5 |
5% |
10% |
30% |
Projects and assignments: This includes Practical course, Research work and Internship
Marks Distribution for MS Project, internship and practical Courses
|
|
In-course |
Final Exam |
|||
|
Research Project Half Unit |
Attendance and Class Evaluation 20% |
Seminar and Report 30 |
|||
|
Practical Full Unit |
Internal Evaluation 40% |
Seminar and Report 60% |
|||
|
Internship Placement Full Unit |
Placement Attendance 10% |
Supervision 20% |
Process Account 20% |
Log Book 10% |
Report 40% |
|
Viva Voce Half Unit |
½ Unit |
||||
Continuous assessment
1. For the theoretical courses includes class attendance, class presentation, and class assignment.
Class Assignment:
Full Unit: Minimum 2 Assignment and Maximum 4 Assignment
Half Unit: Minimum 1 Assignment and Maximum 3 Assignment
Class Presentation:
Full Unit: Minimum 2 Presentation and Maximum 4 Presentation
Half Unit: Minimum 1 Presentation and Maximum 3 Presentation
Tutorial class: For tutorial class of internship and research project, supervision class attendance, maintaining regular log book, process account are practiced
Type of Questions
For theoretical papers short and essay type questions are used for mid-term and final written examination. For Midterm examination: Minimum two questions out of three and Maximum three out of four.
For final examination: The examinee has to answer 3 out of 4 questions and for full unit 5 out of 6 questions
Mode of question: The mode of question is both theoretical and reflective:
Theoretical:
A theoretical question is any question that incorporates a theoretical aspect such as: What is Pedagogical and Anagogical Model of Learning? Describe the Shifting to adult learning mode.
Final Examination: 1 (comprehensive)
Reflective:
A reflective question is what we call any question that makes a student look back over what or how they have learned. By encouraging students to reflect on their learning, these sorts of questions help students to integrate their knowledge into practice.
For Example: Sumon is a 12 year old adolescent who was said to be aggressive in his behavior.-How would you help this child by using “FBA’’ model.
Grading Policy:
As per university rule, letter grading policy is followed:
|
Numerical Grade |
Letter Grade |
Grade Point |
|
|
80% and Above |
A+ |
A Plus |
4.0 |
|
75% to less than 80% |
A |
A |
3.75 |
|
70% to less than 75% |
A- |
A Minus |
3.5 |
|
65% to less than 70% |
B+ |
B Plus |
3.25 |
|
60% to less than 65% |
B |
B |
3.0 |
|
55% to less than 60% |
B- |
B Minus |
2.75 |
|
50% to less than 55% |
C+ |
C Plus |
2.5 |
|
45% to less than 50% |
C |
C |
2.25 |
|
40% to less than 45% |
D |
D |
2.0 |
|
Less than 40 % |
F |
F |
0.0 |
Requirement for awarding the degree:
The total performance of a student in a given course will be evaluated on the basis of continuous assessment and course final (60% written examination and 40% attendance, mid-course evaluation, assignments and presentation) as per approved rule of letter grading system of Biological faculty.
The authority will have the power to withhold the certificate in case of failure until the requirements are fulfilled.
11 courses · 34 credit hours across 1 term
| Code | Course title | Credits | |
|---|---|---|---|
| EPM 501 | Psychological Theories and Principles | 2 |
EP M 501: Psychological Theories and Principles (2credits) Learning Objective: To gain knowledge & understanding of psychological theories of child and adolescent development and its application
References
Baron & Byrne (2006), Social Psychology, (11th ed.), Pearson, ISBN: 9780205444120 Bertalanffy, Ludwig V. (2003), General Systems Theory: Foundations, Development, Applications, (Revised ed.), George Braziller, ISBN 9780807604533 Bukatko D. & Daehler Marvin W. (2011) Child Development, A thematic approach, 6th ed., Wadsworth Publishing, ISBN: 978-0618608652 Ewen Robert B (2009), An Introduction to theories of Personality, 7th ed. Psychology Press, ISBN- 978-1841697468 Feldman, R. S. (2010), Essentials of Understanding Psychology, 9th ed., McGraw-Hill Higher Education, ISBN: 978-0071221481 Santrock J. W. (2000), Psychology, (Brief edition), McGraw Hill, ISBN- 0- 256- 02889-3 Santrock John W.(2004), Educational Psychology, second edition, McGraw-Hill, a business unit of the McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020, ISBN: 0-07-250006-9. Santrock, John W. (2010), Life-Span Development, Thirteenth edition, McGraw-Hill, ISBN: 978-0073532097 Smith and Mackie (2007), Social Psychology, (3rd ed.), Psychology Press, ISBN 10: 1-84169- 408- 8 (hbk), ISBN 13: 978- 1- 84169- 408- 5 (hbk). www.psypress.co.uk Steinberg (1999), Adolescence, (4th ed.), McGrawhill College. ISBN- 0-07-001323 |
| EPM 502 | Understanding and Managing Developmental Disorders | 4 |
EP M 502: Understanding and Managing Developmental Disorders (4 credits) Learning Objective: To gain knowledge and understanding in developmental disorders, special need education, and overall mental health – psychopathological issues.
3.1 Phases in the Development of Educational provision for people with disability 3.2 Overview of Different forms of Education (Special, Integrated & Inclusive)
4.1 Wechsler Intelligence Scale for Children-IV (WISC-IV) 4.2 Portage 5. Mental Health and Psychopathology: 5.1 Understanding Mental Health 5.2 Present situation of mental health in Bangladesh 5.3 Stress and Adjustment 5.4 Understanding somatoform disorder, PTSD, trauma related disorder, suicide, psycho-sexual dysfunction 5.5 Community Psychology and Community mental health
References Diagnostic and Statistic Manual of Mental Disorder (DSM-V). 2013. American Psychological Association. Horwitz Allen V and Scheid Teresa L. ‘A Handbook for the Study of Mental Health’ Social context, theories & systems. Cambridge University Press; ISBN: 0521561337
Kirk Samuel A., Gallagher James J., Anastasiow Nicholas J. Educating Exceptional Children; Tenth Edition, Houghton Mifflin Company, Boston New York. Mclead. J. An Introduction to Counselling, 3rd Edition, ISBN No.: 0335-211895 (pb)/ 0335-211909 (pb), Nelson-Jones Richard. ‘Practical counselling and helping skills’, 5th Edition, ISBN No: 978-1-4129-0387-5,
Sattler, J.M. (2001). Assessment of Children Cognitive Applications.4th edition. Jerome M. Sattler, Publisher, Inc. ISBN: 0-9618209-7-7.
Sattler. J. M. (2005) Assessment of Children: Behavioural, Social and Clinical Foundations, 5th ed., Joseph Sattler (self-published), ISBN: 978-0970267160
Sayeed ,Z. (2003): Educational Psychology-“Across Seven Seas and Thirteen River”: Assessing the needs for setting up a postgraduate training Course in educational Psychology at the University of Dhaka, Bangladesh. Doctoral Thesis in Educational Psychology, UEL, London |
| EPM 503 | Interpersonal Communication Skills | 4 |
EP M 503: Interpersonal Communication Skills (4 credits)
Learning Objective: To understand the essential parameter of interpersonal relationship and develop communication skills necessary for handling clients
References
Borba, M (1989) . Esteem Builders: A K-8 Self-esteem Curriculum for Improving Student Achievement, Behaviour and School Climate, Jalmar Press Carkhuff, R. R. (1983). The Art of Helping. Human Resource Development Press. Elizabeth Jareg, Pål Jareg (1994). Reaching Children Through Dialogue, Macmillan Gerald Corey, Theory and practice of counseling and psychotherapy (3rded), California: Brooks/Cole Publishing Company, ISBN 0-534-05076-X; Gladding S.T., Counselling Comprehensive Profession (5thed), Pearson/ Merill Prentice Hall; Upper Saddle River, New Jersy; Columbus, Ohio. ISBN 0-13-049470-4; P-#192-195 Hill, C. E. (2009). Helping Skills: Facilitating Exploration, Insight, and Action. 3rd ed. Washington DC: American Psychological Association. ISBN 13: 9781433804519. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2014). Intentional Interviewing and Counselling: Facilitating client development in a multicultural society. 8th ed. Brooks/Cole Cengage Learning. MacCluskie, K. (2010). Acquiring Counseling Skills: Integrating theory, multiculturalism, and self-awareness. Pearson Education, Inc. Nelson-Jones, R. 2005. Practical Counselling and Helping Skills. 5th ed. SAGE Publications Ltd. ISBN 978141290388 2 (pbk). Rosenberg, M. B. (2003). Nonviolent Communication: A Language of Life. 2nd ed. Puddle Dancer Press. Schultz Duane and Schultz Sydney Ellen. Theories of Personality (6thed). California: Brooks/Cole Publishing Company, Sylvia McNamara, Gill Moreton (2012). Changing Behaviour: Teaching Children with Emotional Behavioural Difficulties in Primary and Secondary Classrooms, Routledge Therapy Today, British Association for Counselling and Psychotherapy, Routledge. Woolfe Ray Handbook of Counselling Psychology (2nd ed), Edited by – Windy Dryden and Sheelagh Stnawbridge, London: Sage Publication, ISBN 978-0-7619-7207-5, Page#121-139 |
| EPM 504 | Assessment, Planning and Instruction | 4 |
EP M 504: Assessment, Planning and Instruction (4 credits)
Learning Objective: To gain understanding and proficiency in planning and applying psychological principles for instruction and assessment.
1. Pedagogical and Andragogical Model of Learning 1.1 Shifting to adult learning mode. 2. Approaches of Problem Solving Models to assess Behavioural Problems 2.1 Planning interventions for remedies 2.2 Child oriented techniques of behaviour management 3. Understanding of Assessment 3.1 Measurement, Assessment and Evaluation 3.2 Assessment of behaviour by interview methods 3.3 Assessment of behaviour by observational methods 3.4 Assessment of behavioural, social, cognitive and emotional competencies 3.5 Assessment of Adaptive behaviour 4. Functional Behavioural Assessment 4.2 Need for Functional Behavioural Assessment. 4.1 Functions of Challenging Behaviour 4.3 Conducting a Functional Behavioural Assessment 4.4 Behavioural Intervention Plan 5. Dynamic Assessment: Mediated Learning and Zone of Proximal Development 5.1 Dynamic Assessment Procedures 5.2 Aims of Dynamic Assessment 5:3 Dynamic Assessment and Traditional Intelligence Assessment 6. Interviewing Children, Parents, Teachers, and Families 6.1 Mental Status Examination 6.2 Taking Developmental History 6.3 Interviewing the Family 6.4 Interviewing Parents and Teachers 6.5 Techniques for Interviewing Children 7. Diagnostic and Statistical Manual of Mental Disorders 7.1 DSM-5 classification 7.1 Use of manual 7.2 Diagnostic Criteria and Codes 8. Testing Children 4.1 Assessment of Infants and Preschool Children 4.2 Orientation to Various Assessment Tools for Children 4.3 Holistic view of child – preparation of Child Schedule 9. Interpretation of Tests 9.1 Writing assessment report 9.2 Ethics in assessment and reporting
References
Aiken, E.R. Psychological Testing and Assessment (2nd ed), Library of Congress Cataloging in Publication Data. ISBN 0-205-04861-7 Carr, A. (2006).The Handbook of Child and Adolescent Clinical Psychology. Routledge. 978-1-58391-830-9 Debbie, D & Peter, J. (2010). Therapy with Children. Sage Publication Inc. Diagnostic and Statistical Manual of Mental Disorders DSM-5. American Psychiatric Association, Washington DC. Kaplan, R.M. and Saccuzzo, D.P., Psychological Testing: Principles, Applications, and Issues. Wadsworth(2014) Lukas, S. Where to Start and How to Ask, London: W.W. Norton and Company, ISBN 0-393-70152-2, Samuel A. Kirk, James J. Gallagher, Nicholas J. Anastasiow Educating Exceptional Children; Tenth Edition, Houghton Mifflin Company, Boston New York. Sattler, J.M.(2002). Assessment of Children: Cognitive Applications. 4th edition. Publisher, Inc. ISBN: 0-9618209-7-7. Slavin, R. E. (1991). Educational Psychology: Theory into Practice. 3rd edition. Prentice-Hall International, Inc. ISBN: 0-13-236993-1. |
| EPM 505 | Interventions in Educational Setting | 4 |
EP M 505: Interventions in Educational Setting (4 credits)
Learning Objective: Conceptualizing the role of Educational Psychologist in the context of Bangladesh
Part A: Psychology in Education
1. Contribution of Psychology to Education 1.1 Preface to Educational Psychology 1.2 Role of a trained Educational Psychologist 1.3 Development of Educational Psychology in Bangladesh 1.4 Current Understanding of Learning 1.5 Children and their Context: Children as learners, Context of learning 2. Learning Environment and its impact on Learning 2.1 Physical conditions 2.2 Social conditions: Pupil-pupil interaction, teacher-pupil interaction 2.3 Techniques of Classroom observations 2.4 Effective methods of teaching and learning 2.5 Evaluating effectiveness of school environment 3. Classroom Management: 3.1 Time and learning, Discipline, 3.2 Applied Behaviour Analysis; Functional Behaviour Analysis 3.3 Disruptive Behaviour and Serious Behaviour Problems 3.4 Strategies for Classroom Management: Individual Behaviour Modification Strategies, Home based Reinforcement, Whole Class Behaviour Modification, Group Contingencies 4. Behavioural Approach to Problem Prevention: 4.1 Desirable Student Behaviour 4.2 Keys to an Effective Behavioural Approach 5. Intervention: 5.1 Definition and Types 5.2 Techniques and Application .
Part B: Professional Issues in Bangladesh Context
1. Educational Psychology Service Delivery in Bangladesh: 1.1 Educational Psychology: Nature, changing approaches, applications, development of Educational psychology service in Bangladesh, 1.2 Educational Psychology Services: Training, roles including responsibilities towards Children with special educational needs, how to access to the service, 2. School Systems in Bangladesh: 2.1 Rational and goal of education in Bangladesh 2.2 Provisions for children with Special Educational Needs in Bangladesh 2.3 Education Structure and Management including special educational needs of Bangladesh 2.4 Roles and responsibilities of the Support organization in Education: NCTB, BISE, NAPE, NAEM, Madrasa Education Board, Technical Education Board, BANBEIS, other Ministries and Government Agencies and Non-government education providers and stakeholders 2.5 Research, advocacy and policy dialogue related to Education 2.6 Curriculum: Competency based Curriculum, Secondary Education curriculum, Uni-track curriculum 3. Legal Framework of Education in Bangladesh: 3.1 The Legal Framework and Focus of Government on Education 3.2 International Commitments 3.3 Legal and Policy Framework Affecting Status of Children with Disability in Bangladesh 3.4 Legal Acts Affecting Status of Children in Bangladesh: Salient features and current status of the Act 3.5 Education Policy of Bangladesh 3.6 Field Work in schools, special agencies and child centers
References Hess, R. S., Magnuson, S. & Beeler, L (2012). Counselling Children and Adolescents in Schools. Sage Publication Inc. Nancy Boyd Webb (2007). Play Therapy with Children in Crisis, Third Edition: Individual, Group, and Family Treatment, Guilford Press Samuel A. Kirk, James J. Gallagher, Nicholas J. Anastasiow Educating Exceptional Children; Tenth Edition, Houghton Mifflin Company, Boston New York. Sattler, J.M.(2001). Assessment of Children Cognitive Applications. 4th edition. Publisher, Inc. ISBN: 0-9618209-7-7. Sayeed, Z; Educational Psychology-‘Across Seven Seas and Thirteen Rivers’: Assessing the needs for setting up a postgraduate training course in educational psychology at the university of Dhaka Bangladesh. A thesis submitted as a partial fulfillment of the requirement of the UEL, London, for the degree of Doctor of Educational Psychology. Shane R. Jimerson, Thomas D. Oakland, Peter Farrell (2007). The handbook of international school psychology, Sage Publications. Slavin, R. E. (1991). Educational Psychology: Theory into Practice. 3rd edition. Prentice- Hall International, Inc. ISBN: 0-13-236993-1. |
| EPM 506 | Research Methods in Educational Psychology | 2 |
EPM 506: Research Methods in Educational Psychology (2 credits)
Course Objective: Developing proficiency in formulating, conducting and evaluating research in the field of education psychology
References Creswell, J. W. (2012). Qualitative Inquiry & Research Design: Choosing among five approaches, 3rd ed. Sage Publications, ISBN: 978141299530 Field, A. (2009) Discovering Statistics Using SPSS®, 3rd Ed. Sage Publications Limited, ISBN: 9781849204088 Heiman G.W. (2001) Research Methods in Psychology, 3rd ed. Houghton Mifflin, ISBN: 978-0618170289 Quantitative Psychological Research: The complete student’s companion, 3rd edition (2010). David Clark-Carter. Psychology Press. USA Research Methods in Psychology (2012). Steve Jones and Mark Forshaw. Prentice Hall. London Statistics in Psychology (2012). Cathrine Steel, Holly Andrews and Dominic Upton. Prentice Hall. London Your Psychology Project: The Essential Guide (2007). Jennifer Evans. Sage Publications. London |
| EPM 507 | Professional Code of Conduct and Supervision | 2 |
EP M 507: Professional Code of Conduct and Supervision (2 Credits) Learning Objective: To build awareness and sensitize about ethical issues in professional work, along with clinical supervision.
4.1Ethics Codes from a diversity perspective 4.2The challenges of reaching diverse client populations
5. Clients Rights Issues: 5.1 The client’s right to give informed consent 5.2 The professional responsibilities in record keeping
6. Conceptual Framework: 6.1 Promoting good professional conduct and practice 6.2 A framework for psychological assessment and intervention
References: Ethical Framework for Good Practice in Counselling and Psychotherapy. Published by the British Association for Counselling and Psychotherapy. ISBN: 1-905114-06-0/ ISBN: 13: 978-1-905114-06-1 Corey, G (2012), Theory and practice of Counseling and Psychotherapy, 9thed, Brooks/ Cole, Cengage Learning, ISBN NO: 978-0-8400-2854-9 Gladding, S.T (2004), Counseling: A Comprehensive Profession, 5th ed. Prentice-Hall, ISBN NO: 0-13-049470-4, ‘Handbook of Counselling Psychology’, Edited by- Ray Woolfe, Windy Dryden, Shaelagh Strawbridge, SAGE Publication, ISBN No: 978-0-7619-7206-8 / 978-0-7619-7207-5 (pbk) Marsh, D. T. & Magee, R.D. (1997) Ethical and legal issues in professional practice with families, John Wiley & Sons, ISBN: 978-0471134589 Nelson-Jones, R (2005), Practical counselling and helping skills, 5th ed. Sage Publishing, ISBN No: 978-1-4129-0387-5 ‘Issues and Ethics in the Helping Professions’. 8th edition by Corey, Corey, Callanan. ISBN- 13: 978-0-495-90468-7 / ISBN-10: 0-495-90468-6 British Psychological Society (2009), Code of Ethics & Conduct, ISBN: 978-1-85433-495-4 |
| EPM 508 | Research Project and Seminar | 2 |
EP M 508: Research Project (2 credit) During the course the trainee will require to plan and carry out individual research in educational psychology setting and submit a report along with a seminar. |
| EPM 509 | Practical | 4 |
EP M 509: Practical (4 credit) Assessment, case formulation and intervention are required to ensure that students are familiar-with professional, ethical, and legal issues. Trainees are required to submit assessment report, case report and present a case for evaluation. |
| EPM 510 | Internship and Placement (field work) | 4 |
EP M 510: Internship and Placement (field work) 4 Credit: 40% of course time (in total 4 months) the trainees shall be on placement in professional educational settings during which the trainees are required to complete a minimum of 1500 hours of approved internship, 200 hours of which are in direct service with clients, and 50 hours of supervised practice. This provides trainees with opportunities to refine basic assessment and intervention skills as well as to develop specialized areas of interest. The internship is regarded as a summative clinical experience leading to the Master degree in Educational Psychology. The primary objective of the internship is to provide an opportunity for integration and practice of knowledge and skills in a professional educational setting. Trainees will need to submit individual Internship/placement report with case assessment and intervention reports, process account, official testimonial, supervision report etc. Supervision: The trainee will be under continuous supervision. 25% of placement time will be supervision hour. Participation in the seminar and workshops counts towards the 1500 hours required for internship. Documentation by maintaining process account and logbook is a requirement. Personal work: It is mandatory that trainees undergo a specified hours of personal work for coping with own stress and burnt out Note: Course evaluation: The total performance of a student in a given course will be evaluated on the basis of continuous assessment and course final (60% written examination and 40% attendance, mid course evaluation, assignments and presentation) as per approved rule of letter grading system of Biological faculty. Specified hours of supervised internship and personal work are mandatory for accreditation of MS degree. The authority will have the power to withhold the certificate in case of failure until the requirements are fulfilled. |
| EPM 511 | Viva | 2 |