CURRICULUM

OFPSYCHOLOGY

For

BS 4-Year Program

(Revised 2008)

HIGHER EDUCATION COMMISSIONISLAMABAD

CURRICULUM DIVISION, HEC

Dr. Syed Sohail H. Naqvi Executive Director

Prof. Dr. Altaf Ali G. Shaikh Member (Acad)

Miss Ghayyur Fatima Director (Curri)

Mr. M. Tahir Ali Shah Deputy Director (Curri)

Mr. Shafiullah Khan Deputy Director (Curri)

Composed by: Mr. Zulfiqar Ali, HEC, Islamabad

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CONTENTS1. Introduction…………………………………… 6

2. Standardized Template for BS 4-year Degree programme …..……………………. 9

3. Layout for BS Psychology…………………. 10

4. Scheme of Studies for 4-year BS in Psychology…………………………… 11

5. Details of Compulsory Courses…………... 13

6. Details of Foundation Courses……………. 27

7. Details of Major Courses………………….. 46

8. Recommendations ………………………... 63

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PREFACECurriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. The world has turned into a global village; new ideas and information are pouring in like a stream. It is, therefore, imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge.

In exercise of the powers conferred by sub-section (1) of section 3 of the Federal Supervision of Curricula Textbooks and Maintenance of Standards of Education Act 1976, the Federal Government vide notification No. D773/76-JEA (cur.), dated December 4th 1976, appointed the University Grants Commission as the competent authority to look after the curriculum revision work beyond class XII at the bachelor level and onwards to all degrees, certificates and diplomas awarded by degree colleges, universities and other institutions of higher education.

In pursuance of the above decisions and directives, the Higher Education Commission (HEC) is continually performing curriculum revision in collaboration with universities. According to the decision of the special meeting of Vice-Chancellor’s Committee, the curriculum of a subject must be reviewed after every 3 years.

A committee of experts comprising of conveners from the National Curriculum Revision of HEC in Basic, Applied Social Sciences and Engineering disciplines met in April 2007 and developed a unified template to standardize degree programs in the country to bring the national curriculum at par with international standards, and to fulfill the needs of the local industries. It also aimed to give a basic, broad based knowledge to the students to ensure the quality of education. The new Bachelor (BS) degree shall be of 4 years duration, and will require the completion of 130-136 credit hours. For those social sciences and basic sciences degrees, 63.50% of the curriculum will consist of discipline specific courses, and 36.50% will consist of compulsory courses and general courses offered through other departments.

For the purpose of curriculum revision various committees are constituted at the national level, comprising of senior teachers nominated by universities, degree awarding institutions, R&D organizations, respective accreditation councils and stake holders. The National Curriculum Revision Committee for Psychology in a meeting held on November 27-29, 2008 at HEC Regional Centre, Karachi in continuation of its earlier meeting held on August 25-27, 2008 at HEC Regional Center, Lahore, revised the curriculum in light of the unified template. The revised draft curriculum is being circulated for implementation in the concerned institutions.

PROF.DR.ALTAF ALI G. SHAIKHMember Academics

August 2009

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CURRICULUM DEVELOPMENT

STAGE-I STAGE-II STAGE-III STAGE-IV

CURRI. UNDER CONSIDERATION

CURRI. IN DRAFT STAGE

FINAL STAGE FOLLOW UP

COLLECTION OF EXP

NOMINATION UNI, R&D,

INDUSTRY & COUNCILS

APPRAISAL OF 1ST DRAFT BY EXP

PREP. OF FINAL CURRI.

QUESTIONNAIRE

CONS. OF NCRC. FINALIZATION OF DRAFT BY NCRC

COMMENTS

PREP. OF DRAFT BY NCRC

PRINTING OF CURRI.

REVIEW

IMPLE. OF CURRI.

BACK TO STAGE-I

ORIENTATION COURSES BY

LI, HEC

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Abbreviations Used:NCRC. National Curriculum Revision Committee

VCC. Vice-Chancellor’s Committee

EXP. Experts

COL. Colleges

UNI. Universities

PREP. Preparation

REC. Recommendations

LI Learning Innovation

R&D Research & Development Organization

HEC Higher Education Commission

INTRODUCTION

The p r e l i m i n a r y meeting of National Curriculum Revision Committee in Psychology was held from A u g u s t 2 5 - 2 7 , 2008 at Higher Education Commission, Regional Centre, Lahore. And the final meeting was held at HEC regional office Karachi November 27-29, 2008.The following experts attended the meetings:

1. Dr. Khalida Shafi, Convener Associate ProfessorDepartment of Psychology,Institute of Professional Psychology,Bahria University, Karachi Campus,PNS Shifa, Karachi Cantt.—75530

2. Dr. Um-e-Kalsoom, MemberAssistant Professor,Department of Psychology,Frontier Women University,Peshawar

3. Dr. Farhana Kazmi, MemberAssistant Professor,Department of Psychology,Hazara University, Garden Campus,Mansehra

4. Dr. Nagina Parveen Soomro, MemberProfessor, Department of Psychology,University of Sindh,Jamshoro

5. Mr. Abdul Hameed, MemberChairman/Associate Professor,Department of Psychology,F.C. College, Lahore

6. Mr. Ismat-ullah Cheema, MemberConsultant Fountain House,37-Lower Mall, Lahore

7. Dr. Zainab F. Zadeh, MemberAssistant Professor / Director,Department of Psychology,Institute of Professional Psychology,Bahria University, Karachi Campus,PNS Shifa, Karachi Cantt.—75530

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8. Dr. Khalid Mahmmod, MemberIncharge / Head,Department of Applied Psychology,Government College University,Faisalabad

9. Dr. Asir Ajmal, MemberForeign Professor in Psychology,G.C. University, Lahore

9. Dr. Amina Zehra Ali, MemberDepartment of Psychology,University of Karachi,Karachi

10. Dr. Rahat Sajjad, MemberChairperson,Department of Psychology,University of Karachi,Karachi

11. Dr. Rubina Hanif, MemberAssistant Professor,National Institute of Psychology,Centre of Excellence, Quaid-e-Azam University,Islamabad

12. Prof. Khalid Saeed, MemberDepartment of Applied Psychology,B.Z. University,Multan

13. Ms. Batool Fatima, MemberAssociate Director,Pakistan Institute of Learning and Living,Karachi

14. Prof. Dr. Anjum Ara, MemberDepartment of Psychology,University of Karachi, Karachi

15. Dr. Muhammad Azam Tahir, SecretaryChairman,Department of Psychology,University of Balochistan,Quetta

The following members could not attend the meetings:

16. Prof. Dr. Najma Najam, MemberDeptt. of Psychology & Applied Psychology, University of Punjab, Quaid-e-Azam Campus,Lahore.

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17. Prof. Dr. Anilla Kamal MemberNational Institute of Psychology Center of ExcellenceQuiad-e-Azam UniversityIslamabad.

18. Dr. Muhammad Shoaib Shahid MemberForeign Professor in PsychologyCOMSATS Institute of Information TechnologyIslamabad.

The meeting started with the recitation of Holy Quran by Mr. Bashir Ahmed Director Incharge HEC Lahore. Ms. Ghayyur Fatima, Director HEC Islamabad welcomed the members on behalf of Dr. Atta ur Rehman, Chairman HEC, and Dr. Riaz-ul-Haq Tariq, Member Academics HEC Islamabad. Ms. Ghayyur Fatima, Director Curriculum briefed about the aims and objectives of three days’ meeting. The committee unanimously recommended the name of Dr. Khalida Shafi, Associate Professor as Convener and Dr. Muhammad Azam Tahir as Secretary of the meeting.

The committee discussed the aspects for revision of curriculum for BS 4-Year in Psychology. The curriculum was thoroughly deliberated by the participants in accordance with the structure, layout and the scheme of studies prepared under the proposed standardized format / scheme of study for four year integrated curricula for bachelor degree approved by the convener of NCRCs in basic social natural and applied sciences of April 30th, 2007.

Preliminary draft was prepared in the light of the suggestion of the committee members. Followed by the final meeting was held at HEC regional office, Karachi on November 27-29, 2008. The entire components of the curriculum were critically finalized. All the valid suggestions were incorporated. The final draft was however approved for the submission at HEC. At the end of the final meeting, the Convener, Dr. Khalida Shafi thanked the members for their thoughtful discussion, active participation and valuable input during both the meetings. With the efforts of the members, the targets given by Dr. Riaz-ul-Haq Tariq, Member Academics was successfully achieved.

This document has been a product of the contributory efforts by the members of the NCRC (Psychology) which aims at establishing integrated and compatible educational programs at the national as wel l as in ternat ional leve l . They have been successful in achieving this end by developing up-to-date and through outlines of BS 4-Year programs in Psychology which confirm to the HEC policy and standards to make it at par with international standard and criteria. The Committee members and the Coordinator of meeting appreciated the efforts of Dr. Muhammad Azam Tahir, Secretary NCRC for editing and finalizing the preliminary and final draft curriculum.

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STANDARDIZED TEMPLATE / SCHEME OF STUDIES FOR FOUR-YEAR INTEGRATED CURRICULA FOR BACHELOR

DEGREE IN BASIC, SOCIAL, NATURAL AND APPLIED SCIENCES

STRUCTURE

Sr. Categories No. of courses

Credit Hours

1. Compulsory Requirement (No Choice) 9 25 2. General Courses to be chosen from other

departments8 24

3. Discipline Specific Foundation Courses 10 324. Major Courses including research project /

Internship13 39

5. Electives within the major 4 12Total 44 132

Total numbers of Credit hours 132 Duration 4 years Semester duration 16-18 weeks Semesters 8 Course Load per Semester 15-18 Cr hr Number of courses per semester 4-6 (not more

than 3 lab / practical courses)

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LAYOUTCompulsory Requirements (the student has no choice)

General Courses to be chosen from other departments

Discipline Specific Foundation Courses

9 courses 7-8 courses 9-10 courses25 Credit hours 21-24 Cr. Hours 30-33 Credit hours

Subject Cr. Hr

Subject Cr. hr

Subject Cr. hr

1. Functional English (English-I)

2. Writing & Presentation Skills (English II)

3. Communication Skill (English-III)

4. English IV/ Univ. Optional *

5. Pakistan Studies6. Islamic Studies / Ethics7. Mathematics 8. Statistic9. Introduction to

Computer

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3322333

1. General – I 2. General – II3. General – III4. General – IV 5. General – V 6. General – VI7. General – VII8. General – VIII

*** Note:

33333333

1. Introduction to Psychology

2. History and Schools of Psychology

3. Experimental Psychology

4. Introduction to Social Psychology

5. Personality Theories – I6. Personality Theories – II 7. Mental Health & Psycho-

Pathology – I 8. Mental Health & Psycho-

Pathology – II9. Neurological Bases of

Behavior10. Developmental

Psychology

3+13

3+13333333

25 24 32

Major courses including research project/internship Elective Courses within the major

11-13 courses 4 courses36-42 Credit hours 12 Credit Hours

Subject Cr. hr Subject Cr. hr 1. Psychological Testing – I 2. Psychological Testing - II 3. Research Methods – I 4. Research Methods – II 5. Elementary Statistics 6. Applied Statistics 7. Advance Social Psychology 8. Positive Psychology9. Educational Psychology10. Cross Cultural Psychology11. Cognitive Psychology 12. Research Project13. Internship

3333333333342

(Any four of the courses may be opted from the following elective courses)

1. Elective – I 2. Elective – II3. Elective – III4. Elective – IV

3333

39 12Total Credit Hours: 132* University has the option to recommend any other course in lieu of English IV ** University may recommend any other course in lieu of Mathematics – II *** University may recommend the courses in the category of general courses from

Humanities, Social & Biological Sciences.

Note: Elective courses may be developed and offered by the concerned universities according to their specialties.

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SCHEME OF STUDIESFOR

4 YEAR INTEGRATED BS IN PSYCHOLOGY

Semester/Year Name of Subject CreditsFirst English-I 3

Pakistan Studies 2Math – I 3Statistics – I 3Sociology – I 3Introduction to Psychology 3+1

18Second English-II 3

Islamic Studies / Ethics 2Math / Univ. Optional 3Biology – I 3Economics 3History and Schools of Psychology 3

17Third English-III 3

Introduction to Computer 3Statistics – II 3Sociology – II 3Experimental Psychology 3+1Personality Theories – I 3

19Fourth English-IV / Univ. Optional 3

Economics – II 3Biology – II 3Introduction to Social Psychology 3Personality Theories – II 3

15Fifth Mental Health and Psycho-pathology – I 3

Neurological Basis of Behavior 3Psychological Testing – I 3Research Methods - I 3Elementary Statistics 3

15Sixth Mental Health and Psycho-pathology – II 3

Developmental Psychology 3Psychological Testing – II 3Research Methods – II 3Applied Statistics 3Advance Social Psychology 3

18Seventh Positive Psychology 3

Educational Psychology 3Elective-I 3

12

Elective-II 3Internship 2

14Eighth Cross Cultural Psychology 3

Cognitive Psychology 3Elective-III 3Elective-IV 3Research Project 4

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Total Credit Hours: 132

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DETAILS OF COMPULSORY COURSESCOMPULSORY COURSES IN ENGLISH FOR BS

(4 YEAR) IN BASIC & SOCIAL SCIENCES

English I (Functional English)

Objectives: Enhance language skills and develop critical thinking.

Course ContentsBasics of GrammarParts of speech and use of articlesSentence structure, active and passive voicePractice in unified sentenceAnalysis of phrase, clause and sentence structure Transitive and intransitive verbs Punctuation and spelling

ComprehensionAnswers to questions on a given text

DiscussionGeneral topics and every-day conversation (topics for discussion to be at the discretion of the teacher keeping in view the level of students)

ListeningTo be improved by showing documentaries/films carefully selected by subject teachers

Translation skillsUrdu to English

Paragraph writing Topics to be chosen at the discretion of the teacher

Presentation skillsIntroduction

Note: Extensive reading is required for vocabulary building

Recommended books: 1. Functional Englisha) Grammar

1. Practical English Grammar by A.J. Thomson and A.V. Martinet. Exercises 1. Third edition. Oxford University Press. 1997. ISBN 0194313492

2. Practical English Grammar by A.J. Thomson and A.V. Martinet. Exercises 2. Third edition. Oxford University Press. 1997. ISBN 0194313506

b) Writing1. Writing. Intermediate by Marie-Christine Boutin, Suzanne Brinand

and Francoise Grellet. Oxford Supplementary Skills. Fourth Impression 1993. ISBN 0 19 435405 7 Pages 20-27 and 35-41.

c) Reading/Comprehension1. Reading. Upper Intermediate. Brain Tomlinson and Rod Ellis.

Oxford Supplementary Skills. Third Impression 1992. ISBN 0 19 453402 2.

d) Speaking

English II (Communication Skills)

Objectives: Enable the students to meet their real life communication needs.

Course ContentsParagraph writingPractice in writing a good, unified and coherent paragraph

Essay writingIntroduction

CV and job application

Translation skillsUrdu to English

Study skills Skimming and scanning, intensive and extensive, and speed reading, summary and précis writing and comprehension

Academic skills Letter/memo writing, minutes of meetings, use of library and internet

Presentation skillsPersonality development (emphasis on content, style and pronunciation)

Note: documentaries to be shown for discussion and review

Recommended books:Communication Skills

a) Grammar1. Practical English Grammar by A.J. Thomson and A.V. Martinet.

Exercises 2. Third edition. Oxford University Press 1986. ISBN 0 19 431350 6.

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b) Writing1. Writing. Intermediate by Marie-Chrisitine Boutin, Suzanne Brinand

and Francoise Grellet. Oxford Supplementary Skills. Fourth Impression 1993. ISBN 019 435405 7 Pages 45-53 (note taking).

2. Writing. Upper-Intermediate by Rob Nolasco. Oxford Supplementary Skills. Fourth Impression 1992. ISBN 0 19 435406 5 (particularly good for writing memos, introduction to presentations, descriptive and argumentative writing).

c) Reading1. Reading. Advanced. Brian Tomlinson and Rod Ellis. Oxford

Supplementary Skills. Third Impression 1991. ISBN 0 19 453403 0.

2. Reading and Study Skills by John Langan3. Study Skills by Riachard Yorky.

English III (Technical Writing andPresentation Skills)

Objectives: Enhance language skills and develop critical thinking

Course ContentsPresentation skills

Essay writingDescriptive, narrative, discursive, argumentative

Academic writing How to write a proposal for research paper/term paper

How to write a research paper/term paper (emphasis on style, content, language, form, clarity, consistency)

Technical Report writing

Progress report writing

Note: Extensive reading is required for vocabulary building

Recommended books:Technical Writing and Presentation Skills

a) Essay Writing and Academic Writing1. Writing. Advanced by Ron White. Oxford Supplementary

Skills. Third Impression 1992. ISBN 0 19 435407 3

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(particularly suitable for discursive, descriptive, argumentative and report writing).

2. College Writing Skills by John Langan. Mc=Graw-Hill Higher Education. 2004.

3. Patterns of College Writing (4th edition) by Laurie G. Kirszner and Stephen R. Mandell. St. Martin’s Press.

b) Presentation Skillsc) Reading

The Mercury Reader. A Custom Publication. Compiled by norther Illinois University. General Editiors: Janice Neulib; Kathleen Shine Cain; Stephen Ruffus and Maurice Scharton. (A reader which will give students exposure to the best of twentieth century literature, without taxing the taste of engineering students).

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Pakistan Studies (Compulsory)

Introduction/Objectives Develop vision of historical perspective, government, politics,

contemporary Pakistan, ideological background of Pakistan. Study the process of governance, national development, issues arising

in the modern age and posing challenges to Pakistan.

Course Outline1. Historical Perspective

a. Ideological rationale with special reference to Sir Syed Ahmed Khan, Allama Muhammad Iqbal and Quaid-i-Azam Muhammad Ali Jinnah.

b. Factors leading to Muslim separatism

c. People and Landi. Indus Civilizationii. Muslim adventiii. Location and geo-physical features.

2. Government and Politics in PakistanPolitical and constitutional phases:a. 1947-58b. 1958-71c. 1971-77d. 1977-88e. 1988-99f. 1999 onward

3. Contemporary Pakistana. Economic institutions and issuesb. Society and social structurec. Ethnicityd. Foreign policy of Pakistan and challengese. Futuristic outlook of Pakistan

Books Recommended1. Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press

Ltd 1980. 2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford

University Press, 2000.3. S.M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical

analysis. Karachi: Oxford University Press, 1993.4. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore,

1994.5. Wilcox, Wayne.The Emergence of Banglades., Washington: American

Enterprise, Institute of Public Policy Research, 1972.

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6. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-Islamia, Club Road, nd.

7. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute of Policy Studies, Islamabad.

8. Ziring, Lawrence. Enigma of Political Development. Kent England: WmDawson & sons Ltd, 1980.

9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company, 1980.

10. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National Institute of Historical and cultural Research, 1998.

11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967.

12. Aziz, K.K. Party, Politics in Pakistan, Islamabad: National Commission on Historical and Cultural Research, 1976.

13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987.

14. Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad: National Commission on Historical and Cultural Research, 1993.

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ISLAMIC STUDIES(Compulsory)

Objectives:This course is aimed at:1 To provide Basic information about Islamic Studies2 To enhance understanding of the students regarding Islamic Civilization3 To improve Students skill to perform prayers and other worships4 To enhance the skill of the students for understanding of issues related to

faith and religious life.

Detail of Courses

Introduction to Quranic Studies1) Basic Concepts of Quran 2) History of Quran3) Uloom-ul -Quran

Study of Selected Text of Holly Quran

1) Verses of Surah Al-Baqra Related to Faith(Verse No-284-286)2) Verses of Surah Al-Hujrat Related to Adab Al-Nabi

(Verse No-1-18)3) Verses of Surah Al-Mumanoon Related to Characteristics of faithful

(Verse No-1-11)4) Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)5) Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)

Study of Selected Text of Holly Quran

1) Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6,21,40,56,57,58.)

2) Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of Judgment

3) Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)

Seerat of Holy Prophet (S.A.W) I

1) Life of Muhammad Bin Abdullah ( Before Prophet Hood)2) Life of Holy Prophet (S.A.W) in Makkah3) Important Lessons Derived from the life of Holy Prophet in

Makkah

Seerat of Holy Prophet (S.A.W) II1) Life of Holy Prophet (S.A.W) in Madina2) Important Events of Life Holy Prophet in Madina3) Important Lessons Derived from the life of Holy Prophet in

Madina

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Introduction To Sunnah1) Basic Concepts of Hadith 2) History of Hadith3) Kinds of Hadith4) Uloom –ul-Hadith5) Sunnah & Hadith 6) Legal Position of Sunnah

Selected Study from Text of Hadith

Introduction to Islamic Law & Jurisprudence 1) Basic Concepts of Islamic Law & Jurisprudence2) History & Importance of Islamic Law & Jurisprudence3) Sources of Islamic Law & Jurisprudence4) Nature of Differences in Islamic Law5) Islam and Sectarianism

Islamic Culture & Civilization1) Basic Concepts of Islamic Culture & Civilization2) Historical Development of Islamic Culture & Civilization3) Characteristics of Islamic Culture & Civilization 4) Islamic Culture & Civilization and Contemporary Issues

Islam & Science1) Basic Concepts of Islam & Science2) Contributions of Muslims in the Development of Science3) Quranic & Science

Islamic Economic System1) Basic Concepts of Islamic Economic System2) Means of Distribution of wealth in Islamic Economics3) Islamic Concept of Riba4) Islamic Ways of Trade & Commerce

Political System of Islam1) Basic Concepts of Islamic Political System 2) Islamic Concept of Sovereignty 3) Basic Institutions of Govt. in Islam

Islamic History1) Period of Khlaft-E-Rashida2) Period of Ummayyads3) Period of Abbasids

Social System of Islam1) Basic Concepts of Social System of Islam2) Elements of Family3) Ethical Values of Islam

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Reference Books:1) Hameed ullah Muhammad, “Emergence of Islam” , IRI,

Islamabad 2) Hameed ullah Muhammad, “Muslim Conduct of State”3) Hameed ullah Muhammad, ‘Introduction to Islam4) Mulana Muhammad Yousaf Islahi,”5) Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf

Publication Islamabad, Pakistan.6) Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research Institute, International Islamic University, Islamabad (1993)7) Mir Waliullah, “Muslim Jrisprudence and the Quranic Law of Crimes” Islamic Book Service (1982)8) H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep Publications New Delhi (1989)9) Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia” Allama Iqbal Open University, Islamabad (2001)

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COMPULSORY MATHEMATICSCOURSES FOR BS (4 YEAR)

(FOR STUDENTS NOT MAJORING INMATHEMATICS)

1. COURSE FOR NON-MATHEMATICS MAJORS IN SOCIAL SCIENCES

Title of subject : MATHEMATICSDiscipline : BS (Social Sciences).Pre-requisites : SSC (Metric) level MathematicsCredit Hours : 03 + 00 Minimum Contact Hours : 40Assessment : written examination;Effective : 2008 and onward

Aims : To give the basic knowledge of Mathematics and prepare the students not majoring in mathematics.

Objectives : After completion of this course the student should be able to:

Understand the use of the essential tools of basic mathematics;

Apply the concepts and the techniques in their respective disciplines;

Model the effects non-isothermal problems through different domains;

Contents :

1. Algebra: Preliminaries: Real and complex numbers, Introduction to sets, set operations, functions, types of functions. Matrices: Introduction to matrices, types of matrices, inverse of matrices, determinants, system of linear equations, Cramer’s rule. Quadratic equations: Solution of quadratic equations, nature of roots of quadratic equations, equations reducible to quadratic equations. Sequence and Series: Arithmetic, geometric and harmonic progressions. Permutation and combinations: Introduction to permutation and combinations, Binomial Theorem: Introduction to binomial theorem. Trigonometry: Fundamentals of trigonometry, trigonometric identities. Graphs: Graph of straight line, circle and trigonometric functions.

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2. Statistics : Introduction: Meaning and definition of statistics, relationship of statistics with social science, characteristics of statistics, limitations of statistics and main division of statistics. Frequency distribution: Organisation of data, array, ungrouped and grouped data, types of frequency series, individual, discrete and continuous series, tally sheet method, graphic presentation of the frequency distribution, bar frequency diagram histogram, frequency polygon, cumulative frequency curve. Measures of central tendency: Mean medium and modes, quartiles, deciles and percentiles. Measures of dispersion: Range, inter quartile deviation mean deviation, standard deviation, variance, moments, skewness and kurtosis.

Books Recommended:1. Swokowski. E. W., ‘Fundamentals of Algebra and Trigonometry’, Latest

Edition.2. Kaufmann. J. E., ‘College Algebra and Trigonometry’, PWS-Kent

Company, Boston, Latest Edition.3. Walpole, R. E., ‘Introduction of Statistics’, Prentice Hall, Latest

Edition.4. Wilcox, R. R., ‘Statistics for The Social Sciences’,

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INTRODUCTION TO STATISTICSCredit hrs: 3(3-0)

Unit 1. What is Statistics?Definition of Statistics, Population, sample Descriptive and inferential Statistics, Observations, Data, Discrete and continuous variables, Errors of measurement, Significant digits, Rounding of a Number, Collection of primary and secondary data, Sources, Editing of Data. Exercises.

Unit 2. Presentation of DataIntroduction, basic principles of classification and Tabulation, Constructing of a frequency distribution, Relative and Cumulative frequency distribution, Diagrams, Graphs and their Construction, Bar charts, Pie chart, Histogram, Frequency polygon and Frequency curve, Cumulative Frequency Polygon or Ogive, Historigram, Ogive for Discrete Variable. Types of frequency curves. Exercises.

Unit 3. Measures of Central Tendency Introduction, Different types of Averages, Quantiles, The Mode, Empirical Relation between Mean, Median and mode, Relative Merits and Demerits of various Averages. properties of Good Average, Box and Whisker Plot, Stem and Leaf Display, definition of outliers and their detection. Exercises.

Unit 4. Measures of Dispersion Introduction, Absolute and relative measures, Range, The semi-Inter-quartile Range, The Mean Deviation, The Variance and standard deviation, Change of origin and scale, Interpretation of the standard Deviation, Coefficient of variation, Properties of variance and standard Deviation, Standardized variables, Moments and Moments ratios. Exercises.

Unit 5. Probability and Probability Distributions. Discrete and continuous distributions: Binomial, Poisson and Normal Distribution. Exercises

Unit 6. Sampling and Sampling DistributionsIntroduction, sample design and sampling frame, bias, sampling and non sampling errors, sampling with and without replacement, probability and non-probability sampling, Sampling distributions for single mean and proportion, Difference of means and proportions. Exercises.

Unit 7. Hypothesis TestingIntroduction, Statistical problem, null and alternative hypothesis, Type-I and Type-II errors, level of significance, Test statistics, acceptance and rejection regions, general procedure for testing of hypothesis. Exercises.

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Unit 8. Testing of Hypothesis- Single PopulationIntroduction, Testing of hypothesis and confidence interval about the population mean and proportion for small and large samples, Exercises

Unit 9. Testing of Hypotheses-Two or more Populations Introduction, Testing of hypothesis and confidence intervals about the difference of population means and proportions for small and large samples, Analysis of Variance and ANOVA Table. Exercises

Unit 10. Testing of Hypothesis-Independence of AttributesIntroduction, Contingency Tables, Testing of hypothesis about the Independence of attributes. Exercises.

Unit 11. Regression and CorrelationIntroduction, cause and effect relationships, examples, simple linear regression, estimation of parameters and their interpretation. r and R2. Correlation. Coefficient of linear correlation, its estimation and interpretation. Multiple regression and interpretation of its parameters. Examples

Recommended Books1 Walpole, R. E. 1982. “Introduction to Statistics”, 3rd Ed., Macmillan

Publishing Co., Inc. New York.2 Muhammad, F. 2005. “Statistical Methods and Data Analysis”, Kitab

Markaz, Bhawana Bazar Faisalabad.

Note: General Courses from other DepartmentsDetails of courses may be developed by the concerned universities according to their Selection of Courses as recommended by their Board of Studies.

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FOUNDATION COURSES

1. Introduction to Psychology

2. History and Schools of Psychology

3. Experimental Psychology

4. Introduction to Social Psychology

5. Personality Theories – I

6. Personality Theories – II

7. Mental Health & Psycho-Pathology – I

8. Mental Health & Psycho-Pathology – II

9. Neurological Bases of Behavior

10. Developmental Psychology

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DETAILS OF FOUNDATION COURSESSEMESTER – I Psy-101 Introduction to Psychology

Course Objectives

Describe psychology with major areas in the field, and identify the parameters of this discipline. Distinguish between the major perspectives on human thought and behavior. Appreciate the variety of ways psychological data are gathered and evaluated. Gain insight into human behavior and into one's own personality or personal relationships. Explore the ways that psychological theories are used to describe, understand, predict, and control or modify behavior.

Course Contents

1. Introduction to Psychologya. Nature and Application of Psychology with special reference to

Pakistan.b. Historical Background and Schools of Psychology (A Brief Survey)

2. Methods of Psychologya. Observationb. Case History Method Experimental Methodc. Survey Methodd. Interviewing Techniques

3. Biological Basis of Behaviora. Neuron: Structure and Functionsb. Central Nervous System and Peripheral Nervous Systemc. Endocrine Glands

4. Sensation, Perception and Attentiona. Sensation

(I) Characteristics and Major Functions of Different Sensations(II) Vision: Structure and functions of the Eye.(III) Audition: Structure and functions of the Ear.

b. Perception

(I) Nature of Perception(II) Factors of Perception: Subjective, Objective and Social(III) Kinds of Perception:(IV) Spatial Perception (Perception of Depth and Distance)(V) Temporal Perception; Auditory Perception.

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c. Attention

(I) Factors, Subjective and Objective(II) Span of Attention(III) Fluctuation of Attention(IV) Distraction of Attention (Causes and Control)

5. Motivesa. Definition and Natureb. Classification

Primary (Biogenic) Motives: Hunger, Thirst, Defection and Urination, Fatigue, Sleep, Pain, Temperature, Regulation, Maternal Behavior, Sex

Secondary (Sociogenic) Motives: Play and Manipulation, Exploration and Curiosity, Affiliation, Achievement and Power, Competition, Cooperation, Social Approval and Self Actualization.

6. Emotionsa. Definition and Natureb. Physiological changes during Emotions (Neural, Cardial, Visceral,

Glandular), Galvanic Skin Response; Pupilliometricsc. Theories of Emotiond. James Lange Theory; Cannon-Bard Theorye. Schachter –Singer Theory

7. Learninga. Definition of Learningb. Types of Learning: Classical and Operant Conditioning Methods of

Learning: Trial and Error; Learning by Insight; Observational Learning

8. Memorya. Definition and Natureb. Memory Processes: Retention, Recall and Recognitionc. Forgetting: Nature and Causes

9. Thinkinga. Definition and Natureb. Tools of Thinking: Imagery; Language; Conceptsc. Kinds of Thinkingd. Problem Solving; Decision Making; Reasoning

10. Individual differencesa. Definition concepts of; b. Intelligence, personality, aptitude, achievement

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RECOMMENDED BOOKS

1. Atkinson R. C., & Smith E. E. (2000). Introduction to psychology (13th ed.). Harcourt Brace College Publishers.

2. Fernald, L. D., & Fernald, P. S. (2005). Introduction to psychology. USA: WMC Brown Publishers.

3. Glassman, W. E. (2000). Approaches to psychology. Open University Press. Hayes, N. (2000). Foundation of psychology (3rd ed.). Thomson Learning. Lahey, B. B. (2004). Psychology: An introduction (8th ed.). McGraw-Hill Companies, Inc.

4. Leahey, T. H. (1992). A history of psychology: Main currents in psychological thought. New Jersey: Prentice-Hall International, Inc.

5. Myers, D. G. (1992). Psychology. (3rd ed.). New York: Wadsworth Publishers.

6. Ormord, J. E. (1995). Educational psychology: Developing learners. Prentice- Hall, Inc.

30

SEMESTER – II

Psy-201 History and Schools of Psychology

Course Objectives

To develop a basic understanding of the various processes of scientific development and change and to become familiar with the chronological history of ideas which contribute to the field of psychology. To examine the historical context within which that historical development took place and the schools of psychology. To be able to place current psychological thought within that historical development and context.

Course Contents

1) Introductiona. Why study the history of psychology? Revisions in the traditional

views of science Persistent questions in psychologyb. Early Greek Philosophy.c. The first philosophers: Thales, Alaxinander, Heraclites, Parmenides,

Pythagoras, Empedoclesm, and Democritusd. Early Greek Medicinee. The relativity of Truth; Protagoras, Gorgias, Xenophobes, Socrates,

Plato, Aristotle; After Aristotlef. Skepticism & Cynicismg. Epicureanism and Stoicism Neoplatonism and Emphasis on spirit

Contribution of Muslim Philosopher h. Scholasticism

2) The Beginning of Modern Science and Philosophy

a. Renaissance Humanism; Challenges to Church authority; Rene Descartes

b. Empiricism, Sensationalism, and positivismc. British Empiricism; French Sensationalism; Positivismd. Rationalisme. Spinoza; Immanuel Kant; Johann Friedrich Herbert; Friedrich Hegelf. Romanticism and Existentialismg. Early developments in physiology and the rise of experimental

psychology; Individual differences; Early Research on brain functioning Voluntarism, Structuralism and other early approaches to psychology Voluntarism.

3) Psychobiology

a. Karl and Lashley; New connectionism; Behavioral genetics

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b. Contemporary Psychologyc. The Diversity in contemporary psychologyd. The tension between pure, scientific and applied psychologye. Psychology’s status as a science; Post modernism

4) Systems and Schools of Thought

a. Structuralism Functionalism Behaviorismb. Gestalt psychology and Field Theoryc. Psychodynamics Humanistic Psychology Cognitive Psychologyd. New trends in Psychology e. Psychology in Pakistan

RECOMMENDED BOOKS:

1. Hergenhahn, B. R. (2001). An introduction to the history of psychology. New York: Wadsworth.

2. Sharma, N., & Sharma, R. (2003). History and schools of psychology. New Delhi: Atlantic Publishers.

3. Ajmal, M. (1986). Muslim contribution to psychotherapy and other essays. Islamabad: National Institute of Psychology, Quaid-i-Azam University.

4. Boring, E. G. (1957). A history of psychology. New Jersey: Prentice-Hall.5. Leahey, T. H. (1987). A history of psychology. New Jersey: Prentice-Hall

Inc. 6. Murphy, G. (1949). Historical introduction to modern psychology. London:

Routledge & Kegan Paul.7. Shultz, D. (1981). A history of psychology. Florida: Academic Press.8. Wolmen, B. B. (I 979). Contemporary theories and systems in psychology.

New York: Harper & Row.

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SEMESTER – III

Psy – 301 Experimental Psychology

Course Objectives

The students will be able to apply learning theories to classroom situations. Examine the importance of the psychology of the individual to the development of self- esteem, cooperative learning, individual differences, and motivation and learning styles. Describe the relationships of teachers, parents, and students that lead to a productive learning environment. Articulate their own beliefs about education and the role of educational psychology.

Course Contents

1. Psychophysics:

Importance of Psychophysics; Absolute & Differential Thresholds; Psychophysical Methods; Theory of signal detection.

2. Perception:

Perception and Sensation; The Gestalt Concept of Perception; Perceptual Consistencies; Depth Perception; Figure and Ground Perception; Perception of Movement; Perceptual defense and vigilance; Perception of time; Visual illusions

3. Practical Work:The following experiments shall be performed by the students:

a. Meaningful vs. Nonsense Learningb. Retroactive Inhibition Simplec. Reaction Time Transfer ofd. Traininge. Trial Position Effect underf. Massed and Distributedg. Practiceh. Whole vs. Part Learning

4. Learning:a. Simple Learning and Conditioning.b. Classical versus instrumental conditioning.c. Basic factors in learning and performance.d. Role of reinforcement in learning.e. Contemporary theories of Learningf. Transfer of training

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5. Memory:a. Theories of Memory.b. Compartments of Memory.c. The storage and retrieval process.d. Transplantation of Memory.e. Memory Experiments.f. Mnemonics: ways of improving memory (Devices Mnemonics)

6. Thinking and Problem-Solving:a. Nature of Thinking.b. Concept formation.c. Imageless thought Controversy.d. Set and attitude as factors in Thinking.e. Creative Thinking.f. Theories of Thinking.

7. Practical Work:

Following experiments shall be performed by the students:Judgment Time Mapping Cetaceous Sense Spot Mental Fatigue Negative after Image Retention for Complete and Interrupted Task Thermal Adaptation

RECOMMENDED BOOKS:

1. McGuigan, F. J. (2001). Experimental Psychology-Methods of Research: (7th Edition). Prentice Hall. UK.

2. Kantowitz, B. H., Roediger, H. L., & Elmes, D. G. (1994). Experimental Psychology: Understanding Psychological Research. (5th edition). West Publishing Company, USA.

3. Boring, E. G. (2007). History of Experimental Psychology. Cosmo Publications New Delhi.

4. Postman, L & Eagan, J. P. (2007). An Introduction. New York: Harper and Row.

5. Andreas, B.G. (1972). Experimental Psychology (2nd ed). New York: John Wiley and Sons,

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SEMESTER – IV

Psy – 401 Introduction to Social Psychology

Course Objectives

Social Psychology is to give awareness of certain fundamental concepts and principles involved in human behavior. It provides an awareness of the major problems and issues in the discipline of social psychology, and the capacity to interpret research findings. To accomplish this goal, this course emphasizes the understanding and interpretation of research findings and an ability to evaluate their usefulness.

Course Contents

1. The Field of Social Psychologya. Introduction to social psychologyb. Current trends and future scopec. Conducting research in social psychology

2. Self- Presentation and Social Perceptiona. Non verbal behaviorb. Attributionc. Impression management

3. Social Cognitiona. Schemasb. Heuristicsc. Affect and Cognition.

4. Behavior and Attitudesa. Nature of attitudesb. Formation, maintenance, and change in attitudesc. Relationship between attitude and behaviord. Cognition & attitude

5. Aspects of Social Identity(I) The self

a. Nature of the self b. Self conceptc. Social diversityd. Self esteem

(II) Other aspects of self functioning a. Self focusitigb. Cognitive and affective aspectsc. Self Monitoring

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d. Self Efficacy(III) Gender & socialization

6. Social Influencea. Conformityb. Compliancec. Obedience

7. Pro-social Behaviora. Why do we help?b. When do we help?c. Does true altruism really exist?d. Whom do we help?e. How we can increase helping?

8. Aggression /hurting othersa. What is Aggression?b. Influences on Aggressionc. Reducing Aggressiond. Lucifer effect e. Bullying

RECOMMENDED BOOKS:

1. Wesley. Fisher, R. J. (1982). Social psychology: An applied approach. New York: St. Martin Press.

2. Forsyth, D. F. (1987). Social psychology. California: Brooks PublishingCompany.

3. Myers, D. G. (1987). Exploring social psychology. New York: McGraw-Hill. 4. Myers, D. G. (1987). Social psychology. New York: McGraw-Hill.5. Wayant, J. M. (1986). Applied social psychology. New York: Oxford

University Press.

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SEMESTER – III

Psy – 302 Personality Theories-I

Course Objectives

To examine, in depth, specific theories under each of the major psychological models of personality and examine each theories concepts and principles, their explanation of personality development, their assessment techniques, and their application to treatment of psychopathology. Students will be able to articulate the major concepts and principles of each personality theory discussed in the class and in the text. Students will be able to articulate each theories assessment techniques and the theories approach to the treatment and understanding of psychopathology.

Course Contents

1. Psychology of personalitya. Introduction to the Discipline b. Meaning of personalityc. Meaning of theoryd. Components of personality theory

2. The Psychoanalytic Legacy; Sigmund Freuda. Biographical sketch b. Basic conceptsc. Personality structure

i. Three interacting systems.ii. Personality developmentiii. Five sequential stages.iv. Personality dynamicsv. instincts / anxiety / catharsis and anti-catharsisvi. Defense mechanisms

d. Application of psychoanalytic theory; Dream analysis paraphrasese. Psychotherapyf. Critical evaluation

3. Personality’s ancestral foundations: Carl Jung:a. Biographical sketch b. Basic concepts: Conscious and unconscious; Archetypes,

Personality typology Personality developmentc. Further applications: Dream analysis; Psychopathology;

Psychotherapyd. Critical evaluation

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4. Overcoming inferiority and striving for superiority: Alfred Adler

a. Biographical sketchb. Basic concepts:

I. Developing social feelings: society; work and loveII. Style of life; future goals vs. past events; overcoming inferiority

Striving for superiority and superiority complex; Family influences on personality development

c. Further applications: Dream analysis; Psychopathology Psychotherapy

d. Critical evaluation

5. Neo Freudiansa. Karen Horney

i. Basic anxietyii. Coping by way of 10 neurotic needs moving towards, or

against, or away from peopleiii. Development of an idealized vs. a real image of selfiv. Claims, should and Defense mechanisms.

b. Harry Stack Sullivanv. Empathyvi. Anxiety and securityvii. 3 modes of experienceviii. 6 stages of Development

c. Henry A. Murrayix. Definition of needx. variety of needsxi. Strength of needs and interactions Environmental pressxii. Thema

d. Erik Eriksonxiii. Psycho-social stages of personality developmentxiv. Identity crises

e. Erich Frommxv. Existential needsxvi. Individual and social characters

f. Evolutionary Psychology

RECOMMENDED BOOKS:1. Buss, D. M. (2004). Evolutionary psychology: The science of mind (2nd

38

ed.) Boston: Allyn & Bacon.2. Ewen, R. B. (1998). An introduction of theories of personality. (5th ed.). New Jersey: Lawrence Erlbaun Associate Publishers.3. Feist, J. (1985). Theories of personality. Sydney: Holt Rinehart & Winston,

Inc. 4. Pervin, L. A., Cervone, D., & John, O. P. (2005). Personality theory and

research (9th ed.). New York: John Wiley & Sons.

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SEMESTER – IV

Psy – 402 Personality Theories-II

Course Objectives

Students will be able to articulate each theories assessment techniques and the theories approach to the treatment and understanding of psychopathology. Students will be able critically evaluate each theory

Course Contents

1. Dispositional theories:a. Gordon Allport

i. Personality developmentii. Personality traitsiii. Critical evaluation

b. Raymond Cattelli. View of a person; Understanding of the person Factor

analysis; Economic modelii. Basic concepts; Data types; Traits; Personality of nations c)

Critical evaluationiii. Hans Eysenckiv. Basic concepts; Traits and types; Measuring and describing

E, N, and Pv. Critical evaluation

2. Humanistic and existentialist theories

a. Abraham Maslowb. Basic conceptsc. Five basic human needs d. Self actualizing person e. Critical evaluation

i. Carl Rogersii. Biographical sketch iii. Basic conceptsiv. Actualizationv. Importance of selfvi. Personality development vii. Client centered therapy

f. Critical evaluationg. George Kellyh. Biographical sketch i. Basic concepts

viii. Personality as a system of constructs ix. Relation among constructs

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j. Personality development x. Predictabilityxi. Dependency constructs xii. Role playingxiii. Choices: the C-P-C cycle xiv. Critical evaluation

3. Behaviorist theories(I) B.F. Skinner

a. Basic Conceptsi. Operant conditioning ii. Positive reinforcementiii. Negative reinforcement and punishment iv. Schedules of reinforcementv. Operant conditioning and reinforcementvi. Development of humans: Language, Personality and

child rearingb. Critical evaluation

(II) John Dollard and Neal E. Miller a. Basic concepts

i. Psychopathologyii. How fear is learned iii. Effect of feariv. Critical evaluation

(III) Social Learning Theory of Albert Bandura a. Basic concepts

i. Models and modelingii. Goals and self regulating iii. Self efficacyiv. Rewardv. Defensive behavior

b. Critical evaluationi. Current paradigms

RECOMMENDED BOOKS:1. Allen, B. P. (1997). Personality theories: Development, growth and

diversity. (2nd ed.). Boston: Allyn & Bacon.2. Ewen, R. B. (1998). An introduction to theories of personality. (5th ed.)

New Jersey: Lawrence Erlbaun Associate Publishers.3. Feist, J. (1985). Theories of personality. Sydney: Holt Rinehart & Winston,

Inc.

41

SEMESTER – V

Psy – 501 Mental Health and Psycho-pathology - I

Course Objectives

Knowledge of the psychological theories and models for the field of abnormal psychology. Understanding of assessment, etiology, symptoms, and treatments of the major psychological disorders. Familiarity with research methods and ethical considerations appropriate for the study of abnormal psychology. Ability to apply course materials to case studies of individuals.

Course Contents

1. Introduction to Abnormal Psychologya. Concept of Abnormality;b. Criteria of Normality and Abnormality;c. Defining Psychological Abnormalityd. (Deviance, Distress, Dysfunction, Danger)e. Paradigm shift of mental health

2. Historical Background of Modern Abnormal Psychologya. Ancient views and treatmentb. Greek and Roman views; Europe in the middle agesc. The Renaissance; 19th Centuryd. Views of abnormality; modern trends

3. Models of Psychopathologya. Biological Modelb. The Psychodynamic Modelc. Behavioral Modeld. Cognitive Modele. The Humanistic Modelf. The Socio-cultural Modelg. Eclectic Approach

4. Clinical Assessment of Abnormality:a. A brief overview of clinical observation, tests and interviewsb. Diagnostic Classification Systems: DSM and ICD

RECOMMENDED BOOKS:

1. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC.

2. Comer, R. J. (2004). Abnormal psychology. USA: Freeman & Company. 3. Neale, J. M. & Davison, G. C. (2004). Abnormal psychology. New York:

John Wiley & Sons.

42

SEMESTER – VI

Psy – 601 Mental Health and Psycho-pathology - IICourse objectives

Knowledge of the psychological theories and models for the field of abnormal psychology. Understanding of assessment, etiology, symptoms, and treatments of the major psychological disorders. Familiarity with research methods and ethical considerations appropriate for the study of abnormal psychology. Ability to apply course materials to case studies of individuals.

Introduction and basic concept of Abnormal BehaviorDifferential Diagnosis and Etiological Factor described in DSM-IVAxis I, II, III, & IV

RECOMMENDED BOOKS:

1. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC.

2. Comer, R. J. (2004). Abnormal psychology. USA: Freeman and Company.

3. Neale, J. M. & Davison, G. C. (2004). Abnormal psychology. New York: John Wiley & Sons.

43

SEMESTER – V

Psy – 502 Neurological Bases of Behavior

Course Objectives

To present current methodologies and concepts in experimental psychology. To equip students with techniques of communicating results of experiments. To instill an ethical approach to conduct the experimental research.

Course Contents1. Origins of Neuropsychology

a. Neurological explanation of behaviorb. Historical roots of Physiological Psychologyc. Evolution of braind. Genetics and evolution of behaviore. Ethical issues in Neuropsychological research

2. Physiology of Neural Cellsa. Neuronsb. Types of neuronsc. Nerve impulsed. Communication within a neurone. Communication between neurons.

3. Physiology of Nervous Systema. Basic features of nervous systemb. Central nervous systemc. Peripheral nervous systemd. Development of the brain.e. Investigating how the brain controls behavior.

4. Emotions and Regulations of Internal Body Statesa. Neural control of emotional response patternsb. Role of orbit frontal cortex in social judgment and emotionsc. Neural basis of the communication of emotionsd. Endocrine system and emotionse. Homeostasisf. The psychology and biology of thirstg. The multiple controls of hungerh. Physiological mechanisms of sleep and waking.

RECOMMENDED BOOKS:

1. Kalat, J. W. (1998). Biological psychology (6th ed.). California: Brooks/Cole Publishing Company.

2. Carlson, N. R. (1999). Foundations of physiological psychology (4th ed.). Boston: Allyn and Bacon.

44

SEMESTER – VIPsy-602 Developmental Psychology

Course Objectives:

To know the important aspects of developmental research and some of the theoretical explanations of the developmental process. Understand the relationship between heredity and environment as they form the foundations of human development. Understand the advances in cognitive, moral, and social development occurring in late childhood, ages seven to twelve. Understand the crises and their effects on the individual in various developmental stages throughout out the lifespan. Understand the developmental challenges of adolescence.

1. Nature and Scope

2. Research Methods in Developmental Psychology: Longitudinal;

3. Cross-Sectional; Experimental Aspects of Development: Physical, Psychological, Social, Linguistic & Cognitive

4. Phases of Development: Prenatal, Birth, Infancy, Childhood, Adolescence, Adulthood, Old-age

RECOMMENDED BOOKS:

1. Ahmad, F. Z. (1993). Mental health and patterns of child rearing in Pakistan. Pakistan: Institute of Clinical Psychology, University of Karachi, Karachi.

2. Bee, H. (1994). Lifespan development. Harper Collins College Publishers.3. Berk, E. L. (2000). Child development (5th ed.). Boston: Allyn & Bacon.4. Feldman, R. S. (1999). Child development: A typical approach. USA:

Prentice- Hall, Inc.5. Papalia, E. D., Olds, W. S., & Feldman, D. R. (2001). Human development

(8th ed.). New York: McGraw-Hill.6. Sprinthall, N. A., & Collins, W. A. (1984). Adolescent psychology: A

developmental view. (3rd ed.). USA: McGraw-Hill.

45

MAJOR COURSES

1. Psychological Testing – I

2. Psychological Testing - II

3. Research Methods – I

4. Research Methods – II

5. Elementary Statistics

6. Applied Statistics

7. Advance Social Psychology

8. Positive Psychology

9. Educational Psychology

10. Cross Cultural Psychology

11. Cognitive Psychology

12. Research Project

13. Internship

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DETAILS OF MAJOR COURSES

SEMESTER – VPsy – 503 Psychological Testing-I

Course ObjectivesTo introduce the student to the basic theoretical psychometric concepts and use of psychological tests. Main course objectives include understanding of the basic principles of psychological measurement and the techniques of test construction, administration, and validation. Test rationale, construction, characteristics and the use of evaluation are emphasized. Understand statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Understand reliability, validity, and understanding social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations.

Course Contents

1. Psychological Assessment and tests: a. Definitionb. Nature of Psychological assessmentc. Psychological testingd. Types and usese. Control in use of psychological testsf. Sources of information about testsg. Ethics of psychological testingh. Standards of testing and test administration.

2. History of psychological testing:a. Antecedentsb. Rise of modern psychological testingc. Current status and controversies

3. Test construction and adaptation:a. A general introductionb. Characteristics of a good psychological testc. Steps of test construction and adaptation.

4. Item writing: a. Types of itemsb. General guidelines for writing itemsc. Methods of scoring

5. Item analysis: a. Meaning and purpose of item analysisb. Item difficulty

47

c. Item discriminationd. Item distracterse. Factors influencing item difficulty and item discriminationf. Item response theoryg. Item characteristic curves.h. Problems of item analysis: Cross Validation.i. Item analysis of tests.

6. Reliability: a. Introductionb. Types of reliabilityc. Measurement of reliabilityd. Test-retest, split-half reliabilitye. Parallel forms and inter-rater reliabilityf. Cronbach alpha. g. Factors influencing reliability of test scoresh. Improving reliability of tests.

7. Validity: a. Introductionb. Types of validityc. Face / Content, Criterion, Concurrent, Predictive and Construct validity d. Relation of validity & reliabilitye. Convergent & divergent validationf. Statistical methods for calculating validityg. Threats to validityh. Handling threats to internal and external validity.

8. Test norms: a. Introductionb. Types of normsc. Steps in developing normsd. Relativity of normse. Cut-off scores.f. Response sets in test scoresg. Meaning of response sets Types of response setsh. Implications of response sets Methods to eliminate response setsi. Interpretation of test scoresj. Usage of computer in testing

RECOMMENDED BOOKS:

1. Anastasia, A. (1988). Psychological testing (6th ed.). New York: Macmillan. Anastassi, A., & Urbina, S. (1997). Psychological testing (7th ed.). New York: Prentice-Hall Inc.

2. Cronbach, L. J. (1970). Essentials of psychological testing (3rd ed.). London: Harper & Row Publishers.

3. Thorndike R. L., & Hagen, E. P. (1995). Measurement and evaluation in psychology and education (4th ed.). New York: Macmillan.

48

SEMESTER – VI

Psy – 603 Psychological Testing - II

Course Objectives

Main course objectives include understanding of the basic principles of psychological measurement and the techniques of test construction, administration, and validation. Test rationale, construction, characteristics and the use of evaluation are emphasized. Understanding social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations.

Course Contents

1. Assessment of intellectual and cognitive abilities a. Intelligenceb. Nature, Meaning, Different view pointsc. Types of intelligence tests: Howard Gardner, Robert Sternberg,

Simon-Binet, Wechsler, Kaufman. d. Differential Ability Scalese. Problems in testing intelligence during infancy, childhood, adulthood

and old age. f. Cross cultural & longitudinal studies in intelligence testing. g. Diversity in test performance

2. Tests for special populations.a. Infant & Preschool Testingb. Testing of the Mentally Retarded populations.c. Testing for physical disabilitiesd. Multicultural testing.e. Adaptive Testing

3. Computer Based Administrationa. Multilevel batteriesb. Educational Testingc. Career guidanced. Aptitude testinge. Achievement testingf. Learning disabilities

4. Personality Assessment and Testinga. Meaning & purpose of personality assessment and testing.b. Types of personality tests:

i. Objective and projective tests.

49

ii. Inventories, check lists, Autobiographical memories, rating and ranking scales

c. Interview:iii. structured, semi structured and unstructured

d. Current status of different personality assessment techniques e. When to use which test or assessment techniques

5. Assessment of interests, values & attitudes a. Overview & highlightsb. Significant trendsc. Performance.

6. Occupational & Organizational Testing and assessment a. Criteria for occupational testingb. Career assessmentc. Tests applied to organizational setting

7. Assessment and Psychological Testing in Clinical & Counseling Settings

a. Psycho Neurological testsb. Behavioral assessment and clinical judgmentc. Battery of diagnostic tests d. Evaluation of various assessment techniques

RECOMMENDED BOOKS: (for Testing I and II)1. Aiken Lewis. R. Psychological Testing & Assessment (Latest Edition) Allyn

& Bacon, Inc.2. Anastasia, A., & Urbina, S. (1997). Psychological testing. New Jersey:

Prentice-Hall.3. Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing &

assessment (6th ed.). New York: McGraw-Hill.4. Panda, L H. (1998). Psychological testing: Theory and application. New

York: Allyn & Bacon.5. Pittrnger, D. J. (2003). Behavioral research design analysis. New York:

McGraw-Hill.6. Shelly, D., & Cohen, D. (1986). Testing psychological tests. London:

Croon Helm.

50

SEMESTER – V

Psy – 504 Research Methods-I

Course Objectives

The course is designed to familiarize the students with all aspects of research processes from generation of research idea to data collection analysis and interpretation of findings. The course also aims to develop scientific reasoning and understating of link between theory and empirical investigation.

Course Contents:

1. Introductiona. Scientific and non-scientific approaches to knowledge.b. The scientific method: definition, features, goals, and steps.

2. Identifying a research problema. Basic approachesb. Sources of research literature

3. Scientific theories and hypothesesa. Formulation of a hypothesisb. Criteria of a hypothesisc. The nature and types of hypothesesd. Operational definitions

4. Ethical issues in the conduct of psychological research: APA ethical standards

a. Risk versus benefitb. Anonymity and privacy of the subjectsc. Informed consentd. Research with animals

Qualitative Techniques Program evaluation Focus groups

5. Descriptive research methodsa. Observation

i. Naturalistic observation \ observation without interventionii. Observation with intervention

- Participant observati- Structured observation

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- Field experimentsiii. Recording behaviour

- Qualitative measures of behaviour- Quantitative measures of behaviour

iv. Analysis of observational data Advantages, problems, and methodological issues

b. Unobtrusive measures of behavioura. Physical tracesb. Archival data

6. Sampling techniques

a. Basic terminology ; representativeness and biasb. Probability sampling

i. Random sampling methods: pure\simple random sampling; Random digit dialing, Systematic\interval sampling

ii. Stratified random samplingiii. Cluster sampling; simple and multistage

c. Non-probability sampling: Accidental\Incidental \grab; Purposive; quota; Self-Selected; Snowball; Convenience; Clinical Sampling

d. Time and event samplinge. Situation sampling

RECOMMENDED BOOKS:

1. Ellis, L. (1994). Research methods in social sciences. Madison: Brown and Benchmark Publishers.

2. Goodwin, C. J. (2002). Research in psychology: Methods and design. (3rd ed.). New York: John Wiley & Sons.

3. Kerlinger, F. N. (1986). Foundations of behavioral research. New York: Holt Rinehart & Winston, Inc.

4. Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2005). Research methods in psychology. (5th ed.). Singapore: McGraw-Hill.

52

SEMESTER – VIIPsy – 604 Research Methods – II

Course ObjectivesThe course will enable the students to select research designs, methodologies, and measurement strategies used in social work research, and be able to assess the strengths and weaknesses. Understand research concepts to permit a critical analysis of research and evaluation studies with respect to quality, bias, ethics, and potential applications. Apply research concepts and principles in the development and use of qualitative and quantitative methodologies and analytical approaches.

Course Contents1. Co-relational research

a. The nature and logic of correlations Correlation versus causality Measures in correlational research Interviews and questionnaires Margin of error Reliability and validity Predictions and decisions

2. Surveysa. Nature, goals, and, basic steps

Survey methods: mail surveys, personal interviews, telephone surveys

3. Survey Research Designsa. Cross-sectional design Successive independent samples design.b. Longitudinal design

4. Experimental Research Methodsa. Experimental method: Control and variability, logic, characteristicsb. Independent measure designs/Between group design Random

group design.c. Alternative independent groups design.d. Methodological issues: Individual differences; Assigning conditions.e. Repeated Measures designs/Within group design.f. Advantages and methodological issues: Differential carry-over

effect, and general practice effect Complex designs Small N designs Classical, After – only, Before – after no control group, Crossover, Solomon four-group, and Factorial designs

5. Applied Researcha. Single Case research designs

6. Quasi- Experimental Designs

a. Retrospective \ Ex Post Facto Designs Prospective Quasi – Experimental Designs Time Series Designs Event – Specific Alignment DesignsTwin Studies and Adoption Studies

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7. Reporting Investigationsa. The structure of a research report based upon APA standards: Title

page, abstract, introduction, review of relevant literature, method, results, discussion, references and citations

RECOMMENDED BOOKS:1. Ellis, L. (1994). Research methods in the social sciences. Madison:

Brown & Benchmark Publishers.2. Goodwin, C. J. (2002). Research in psychology: Methods and design. (3rd

ed.). New York: John Wiley & Sons.3. Kerlinger, F. N. (1986). Foundations of behavioral research. New York:

Holt Rinehart & Winston, Inc.4. Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2005).

Research methods in psychology (5th ed.). Singapore: McGraw-Hill.

SEMESTER – VPsy – 505 Elementary Statistics

Course Objectives

This course is designed to train the students in theoretical as well as applied statistics, with particular reference to psychology. The statistical analysis is a very essential part of psychological research and students need to grasp the concepts, theoretical rationale, use of certain statistical analysis, and also to learn to carry out thesis analysis.

Course Content

1. Introduction2. Descriptive and Inferential Statistics3. Scales of measurement4. Importance and limitations of statistics in psychology5. Management and analyses data through SPSS

a. Types of data b. Collection of datac. Classification and organization of data d. Presentation of data (Tables, charts, Graphs)

6. Descriptive statisticsMeasures of central tendency (Mean, Median, Mode)Measures of Dispersion (Range, deviation, Z Scores, StandardDeviation, Variance)

7. Correlation, Regression and PredictionCorrelation (Pearson product moment correlation, Spearman rank order correlation, Point bi-serial estimation, Linear regression

54

Scatter diagram Standard error of estimation.

8. Probabilitya. Defining probabilityb. Subjective, empirical and classical probabilityc. Laws of probabilityd. Permutation and combination.

RECOMMENDED BOOKS:

1. Collins, M., & Drever. J. (1994). A first laboratory guideline in psychology. London: Methuen.

2. Guilford, J. P., & Fruchter, B. (1978). Fundamental statistics in psychology and education. New York: McGraw-Hill.

3. Henry, E. & Garrett, T. E. (1975). Statistics in psychology and education. New York: Longman Publishers.

4. Postman, L. J. & Egan, J. (2001). Experimental psychology: An introduction. New Delhi: Kalyan Publishers.

5. Trevor, G. B. & Christine, M. F. (2001). Applying the rasch model: fundamental measurement in the human sciences. Lawrence Erlbaum Associates, Inc.

SEMESTER – VII

Psy- 605 Applied Statistics

Course Objectives

This course would familiarize students with statistical concepts used in psychological research. It will further equip and train the students how and when to use different inferential statistics for research data analysis in Psychology and Social Sciences.

Course Contents

1. Probability: a. Distributions: Binomial & Poisson Distributionb. Normal Distribution: Proportion & Application

2. Sampling Distribution & Estimation:a. How to make a sampling distribution: properties & applicationb. A brief introduction to estimation; proportion & estimation

3. Inferential statistics:a. Definition, basic assumptions / rationale and when to use which

inferential statistic

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b. Hypothesis formulation: Null and Alternative Hypothesisc. One tailed & two tailed hypotheses tests.d. Hypothesis testinge. Level of significance: acceptance and rejection regionsf. Type – I & Type – II errors. g. Testing the hypotheses: difference between means and within

means of both large & small samples

4. Parametric statistics a. Introduction b. Z - Test c. t – Testd. Analysis of variance: one – way, two – way analysis of variance

and multivariate analysis (ANOVA & MANOVA) e. Covariance and repeated measures

5. Non-parametric statisticsa. Introduction

i. Chi-square test (contingency table and proportions, Yates Correction)

ii. Other non-parametric tests: (Wilcoxan test, Mann-Whitney test, Sign test, U-test Kruskal Wallis)

b. Inferential Statistics and SPSS: i. Analysis and Interpretation of parametric and non

parametric test through SPSS outputii. How to construct tables for research report / thesis

RECOMMENDED BOOKS:1. Guilford, J. P., & Fruchter, B. (1985). Fundamental statistics in

psychology and education. New York: West Publishing Co.2. Howell, D. C. (2004). Fundamental statistics for behavioral

sciences. (4th ed.). Australia: Thomson, Brook.3. McClane, J. T. (2000). A first course in statistics (7th ed.). New

York: Prentice-Hall4. Moore, D. S., & McCabe, G. P. (1998). Introduction other practice of

statistics. (3rd ed.). New York: Longmans.

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SEMESTER – VII

Psy 606 Advanced Social Psychology

Course Objectives

This course will examine a number of major research topics in social psychology. Students are expected to gain substantial knowledge of the field, including major concepts, theories, empirical findings, and controversies. Also, students will also have the opportunity to communicate critically and creatively about these theories and findings.

Course Contents

1. Orientation to Theoriesa. Stereotypesb. Prejudice and Discriminationc. Natured. Social causese. Historical Manifestationf. Combating Prejudice and hate crimes.

2. Interacting with othersa. Interpersonal Attraction – needb. Characteristics of other situation and problemsc. Intimacy — Parent-child.d. Interpersonal violence.

3. Group Influencea. Nature and functionsb. How groups affects individual performancec. Facilitationd. Social loafinge. Coordination in groupsf. Cooperation or conflictg. Perceived fairness in groupsh. Decision making by groups:i. Processj. Naturek. Potential dangers.

4. Leadershipa. History of leadershipb. Types and leadership stylesc. Effective leadership processd. Core activities of a leadere. Leadership Trainingf. Leadership & Gender.

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5. Role of Media in Social Psychologya. Perception, Persuasionb. Propagandac. Portrayal of Role Models & Media and Agent of change,

6. Social Psychology in actiona. Applying social psychology to:b. Interpersonal aspects of the legal systemc. Health related behaviord. World of work

REFERENCES1. Feldman, R. S. (1998). Social psychology: Theories, research and

application. New York: McGraw-Hill.2. Fisher, R. J. (1982). Social psychology: An applied approach. New York:

St. Martin Press.3. Forsyth, D. F. (1987). Social psychology. California: Brooks Publishing

Company.4. Myers, D. G. (1987). Exploring social psychology. New York: McGraw-Hill.

Myers, D. G. (1987). Social psychology. New York: McGraw-Hill.5. Wayant, J. M. (1986). Applied social psychology. New York: Oxford

University Press.

SEMESTER – VII

Psy – 701 Positive Psychology

Course Objectives

The proposed course aims at enriching the students regarding positive aspect of human nature. It also covers subjective state of well being, optimism and emotional intelligence that facilitates the development of human resource in any society.

Course Contents1. Introduction

a. Nature and Scope of Positive Psychologyb. Evolutionary Perspectivesc. Positive Personal Traitsd. Nature and Associated Psychological Factors:e. Hope; Optimism; Happiness; Love; Empathy; Attachment;

Emotional Intelligence; Tolerance; Forgiveness; Gratitude; Faith; Morality; Wisdom and Creativity; Resilience; Spirituality; Altruism

f. Self Determination Theory and Intrinsic Motivation

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g. Social Development and Well Being

RECOMMENDED BOOKS:

1. Corer, L., Keyes, M., & Handit, J. (Eds.). (2002). Flourishing — Positive psychology & the life. Washington: APA Publication

2. Lias, Aspmwaly, L., & Ursole, M. (Eds.). (2002). A psychology of human strengths. Washington: APA Publication.

3. Rizvi, A. A. (1990). Muslim psychology and positive psychology. Lahore: Institute of Muslim psychology.

Psy – 702 Educational Psychology

Course Objectives

The students will be able to apply learning theories to classroom situations. Examine the importance of the psychology of the individual to the development of self- esteem, cooperative learning, individual differences, motivation and learning styles. Describe the relationships of teachers, parents, and students that lead to a productive learning environment. Articulate their own beliefs about education and the role of educational psychology.

Course Contents

1. Educational Psychology defined: Nature and Scope2. Introduction to development 3. Individual Differences: Intelligence, Cognitive styles4. Learner's Characteristics: Abilities, Motivation, Interest, Aptitude5. Learning theories and practical applications of behavioral, cognitive and

constructivist approaches6. Characteristics of a Good Teacher7. Counseling and Vocational Guidance8. Behavior Modification9. Designs of Evaluation10. Psychology of teaching (constructivism) 11. Special Education:12. Segregated education; integrated education; inclusive education 13. Class Room Management: Managing the Class Room Methods of Control

RECOMMENDED BOOKS:

1. Borich, G. D., & Tombari, M. L. (1997). Educational psychology: A contemporary approach (2nd ed.). New York: Addison Wesley Longman, Inc.

2. Cartwright, G. P., Cartwright, C. A. & Ward, M. E. (1985). Educating special learners (2nd ed.). California: Wadsworth Publishing Company.

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3. Crow, L., & Crow, A. (2000). Educational psychology. New Delhi: Eurosia Publishing House Ltd.

4. Lefranceis, G.R (1988) Psychology for Teaching (6th ed.). California: Wordsworth Publishing Co.

4. Slavin, R. (1994). Educational psychology. Boston Allyn & Bacon. Sprinthall, N., & Sprinthall, R. (1987). Educational psychology: A developmental approach (4th ed.). New York: Raudom House.

SEMESTER – VIII Psy – 801 Cross Cultural Psychology

Course Objectives

The course should result in the students' higher awareness of the balance between the social and biological substrates of human behavior. Students should learn the difference between area studies, cross-cultural studies, and intercultural studies. Students should learn the basics of successful cross-cultural research and be competent to conduct a valid study of behavior in the cross-cultural context.

Course Contents1. History of Cross Cultural Psychology

a. Methodological issues of cross cultural psychology Comparability and Equivalence

b. Emics and Eticsc. Sampling Strategy in Cross Cultural Researchd. Problems of translation, adaptation and application of

psychological tests across cultures

2. Culture and Basic Psychological Processesa. Culture and Cognitionb. Culture and Emotion, Cultural Similarities and Dissimilarities,

Cultural Shockc. Cross Cultural Studies on Perception and Cognitive Stylesd. Cross Cultural Research on Motivatione. Socialization across cultures:f. Individualism & Collectivism g. Sex-trait stereotypesh. Development of Gender-stereotypesi. Parental acceptance – Rejection Theory (PART)j. Cross Cultural Testing of PART k. Worldwide application of Piaget cognitive theoryl. New Trends in Cross Cultural Researchm. Indigenous Psychology across Cultures

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RECOMMENDED BOOKS 1. Matsumoto, D. & Juang, L. (2004). Cure and psychology. Sydney:

Thomson’s Wadsworth.2. Berry, J. W., Dasen, P. R., & Saraswathi, T. S. (Eds.). (1997). Handbook

of cross cultural psychology. (Vol. I). Boston: Alyn & Bacon.3. Berry, J. W., Poortinga, Y. H., & Pandeyn, J. (Eds.). (1997). Handbook of

cross cultural psychology. (Vol. I). Boston: Alyn & Bacon.4. Kagitcibasi, C. (1996). Family and human development across cultures.

New Jersy: Lawrence Erllbaum Associates, Publishers.5. Rohner, R. P. (1986). The warmth dimension: foundation of parental

acceptance rejection theory. Beverly Hills, CA: Sage Publication, Inc.6. Rohner, R. P. H. (1999). Handbook for the study of parental acceptance

and rejection. Stress. CT: University of Connecticut.

SEMESTER –VIII

Psy – 802 Cognitive Psychology

Course Objectives

To understand the contributions made to the understanding of human thought processes by cognitive psychologists. To become familiar with the basic subjects of cognitive study including perception, attention, consciousness, memory, imagery, comprehension, categorization, problem-solving and language. To develop a view of human cognition that is grounded in research and based on an integration of the student's faith with what psychologists have observed. To develop each student's skills in analytical and synthetic thinking, research methods.

Course Contents

1. Introduction a. Historical Perspective b. Cognitive neuroscience c. The eye and Visual cortexd. Perception of movement and forme. The ear and auditory cortex f. Magnocellular and parvocellular pathwaysg. Memory scanning. Mental processing revealed by reaction time

experiments.h. Colour perceptioni. Depth Perception.

2. Visual & Auditory Perceptiona. Sensory memory: iconic memory & Echoic memory

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b. Pattern Recognitionc. Selective adaptation of linguistic feature detectorsd. Failure to detect changes to people during a real world

interaction Dichotic listening task

3. Visual Imagerya. Visual images preserve metric spatial information. Reinterpreting

visual patternsb. Neural Basis of mental imagery. Size-distance paradox.c. Mental rotation.

4. Attention & Short Term Memorya. Magic number 7, chunkingb. Studies of interference in serial verbal reactions Attention and

cognitive control.c. Selection for actions and the of inhibitory mechanisms Visual

Perception.d. Masking.

5. Learning & Long Term Memorya. Retention in episodic memoryb. Semantic integration of verbal information into a visual memory

Working Memory and long term memoryc. Creating false memoriesd. Fan effecte. Levels of processingf. Practice effectsg. Mnemonic devicesh. Recall vs recognitioni. Implications for studying and examination: the SQ3R’s

6. Thinking and Problem Solving o Categorizationa. Basic Objects in natural categoriesb. Concepts and conceptual structure Modus tollensc. Cognitive biases & gambler’s fallacyd. Heuristics and algorithms

7. Psycholinguisticsa. Chomsky’s contributionb. Language comprehension Reading: Parsingc. Linguistics Determinism: Whorf-Sapir hypothesis

8. Cognitive Developmenta. Piaget’s contributionb. Social and Emotional development Moral Developmentc. Gender differences in developmentd. Development of Language in genie Child’s learning of morphologye. Rule learning by 7-month old infants

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f. Bilingual development: child-adult differences.RECOMMENDED BOOKS:

1. Medin, D. Ross, B., & Markmen. (2005). Cognitive psychology. (4th ed.). John Wiley Inc.

2. Sternberg, R. (2005). Cognitive psychology. New York: Wadsworth. Sternberg, R. J. (1999). Cognitive psychology (2nd ed.). New York: Harcourt College Publishers.

3. Groome, D. (1999). Cognitive psychology: Processes and disorders. London: Psychology Press.

4. Reed, S. K. (2000). Cognition (5th ed.). Belmont: Wadsworth / Thomson Learning.

Elective Courses

Each Institution may add and opt any four Elective Courses of each course of three credit hours (12 credit hours)

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RECOMMENDATIONS

For effective implementation of BS 4-Years (Hons.) Program the Committee agreed upon the previously established following recommendations:

1. Needs to arrange Seminars, Refresher courses by the Higher Education Commission to acquaint the teachers with the latest developments in the field of Psychology. These Courses can be arranged during Semester Breaks. Respective Universities can also take initiatives and can arrange Faculty Development Programs on their own or their respective faculty members and can also arrange at national level with the collaboration of Higher Education Commission.

2. To encourage teachers to improve their qualifications within the country and abroad, one category of scholarships needs to be allocated specifically for in service teachers. While granting scholarships to go abroad for higher studies to in service teachers, some value needs to be given to Qualifications, Research Publications and Years of Experience.

3. Number of teachers with appropriate qualification should be increased in proportion to the students enrolled in the department.

4. Work load for the teachers at each grade needs to be allocated by the respective heads of the departments which also needs to be monitored by the University Authorities so that teacher can justify with his / her students under semester system being implemented in BS (Hons.).

5. Needs to improve the standard of English language to facilitate effective communication and writing style. Without having proficiency in English language, students cannot use International Journals and International Books published in English Language. The Higher Education Commission needs to undertake a National scheme in this respect and direct the Universities to run deficiency courses.

6. All the specialized papers need to be taught by psychologists with M. Phil / Ph.D. In case of not having such degree that course instructor needs to have a work experience minimum of 5 years in their respective field. Wherever, such facilities are not

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available, qualified psychologists may be allowed to visit other Universities to teach under Faculty Exchange Program.

7. BS (Hons.) in Psychology needs to be offered at all colleges of the country especially in male colleges.

8. Psychology needs to be recognized as a Social Science and funds to conduct researches in the area of Psychology should be provided and given to the Psychology departments by the Pakistan Science Foundation and Ministry of Science and Technology and Higher Education Commission.

9. Areas of specialization need to be mentioned on the degree being issued by the University.

10. Departments of Psychology need to offer Counseling / CareerCounseling and Social Support Services. These services needs to be utilized to generate funds for the respective departments, however, the institutions should not work as a commercial unit but they need to serve their aims and objectives in an effective manner.

11. Faculty Exchange Program within country and as well as abroad need to be promoted.

12. Students need to be given exposure or do Internships in their chosen specialized fields being offered at BS (Hons.) level under structured supervision of respective faculty members of the departments. This supervision can be arranged by the department through hiring the supervisors at their work places but then this supervision needs to be coordinated by the respective departments.

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