SCHEME OF STUDIES - nip.edu.pk · SCHEME OF STUDIES Spring, 2016 • Dr. Muhammad Ajmal National Institute of Psychology Centre of Excellence Quaid-i-Azam University Islamabad

SCHEME OF STUDIES

Spring, 2016

•

Dr. Muhammad Ajmal

National Institute of Psychology Centre of Excellence

Quaid-i-Azam University Islamabad

CONTENTS

Introduction 1

Guidelines for Faculty 2

M.Sc. Programme

Brief Introduction 5

M.Sc. I --- Course Outlines

Py-306: Social Psychology 7

Py-303: Applied Statistics 9

Py-307: Personality Psychology 12

Py-319: Introduction to Applied Areas of Psychology 15

Py-483: Behavioral Neurosciences 17

EN-001: English Language Proficiency 19

M.Sc. II --- Course Outlines

Py-301: Historical and Contemporary Issues in Psychology 22

Py-305: Measurement in Psychology 24

Py-315: Experimental Psychology 26

Py-316: Psychopathology 29

Py-317: Research Methods in Psychology 31

Py-320: Cognitive and Affective Processes 34

M.Sc. III --- Course Outlines

Py-301: Historical and Contemporary Issues in Psychology 37

Py-315: Experimental Psychology 39

Py 318: Data Analysis 42

Py-320: Cognitive and Affective Processes 43

M.Sc. IV (Optional Courses)

Py-485: Health Psychology 46

Py-486: Clinical Psychology 48

M. Phil. and Ph. D. Programs

Brief Introduction

Course Outlines

Py-601: Research Methods in Psychology 50

Py-604: Seminar in Theories of Psychology

53

Py-606: Counseling Psychology 55

Py-622 : Use and Interpretation of Tests 58

Annexures

Time Table

Semester Schedule

University Notifications for the Semester

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INTRODUCTION The academic calendar is divided into two Semesters every year, Spring Semester (February to June) and Fall Semester (September to January). National Institute of Psychology’s (NIP) teaching programs strictly follow the rules and regulations prescribed by Quaid-i-Azam University in academics in a given Semester. NIP’s Board of Governors, Vice Chancellor of Quaid-i-Azam University being the Chairman, has approved these programs. This booklet contains course outlines of Spring Semester, 2016 of M. Sc., M. Phil., and Ph. D. levels; and some basic information regarding the prescribed rules, traditions, and expectations regarding teaching at (NIP). This booklet provides an understanding of NIP’s teaching programs in a condensed way that would help answering the queries that might emerge during course of teaching. It contains detailed course outlines prepared on the basis of approved course outline that are the brief descriptions of content that must be covered under a given title of the course (given at the top of every page). Respective teachers who are teaching the course in this Semester have prepared these. These course outlines have been updated after taking expert opinion of the faculty who has taught the same course in previous Semesters. This booklet also provides with Guidelines for Faculty that must be taken into consideration by faculty while teaching. Time Table and Semester Schedule of the Quaid-i-Azam University for the current Semester is also the part of this booklet.

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Guidelines for Faculty The forthcoming section provides a brief of the university rules and NIP’s traditions pertaining to teaching practices. Academic faculties are expected to follow and practice these rules during the course of their teaching. Course Outlines 1. Teachers are required to develop detailed course-outlines according to the hours of

teaching to be undertaken; week-wise distribution of the contents to be taught; assignments and practicum for the whole Semester; and also a list of recommended books for the course to be taught.

2. Teachers share the detailed course outline / requirements with the students in

the very first class of the Semester. It helps establishing a good rapport with the students and provides an element of organization in teaching.

Teaching Hours 3. Minimum requirement for teaching in a Semester is 16 Weeks. However, some times 17

to 18 Weeks are available for teaching in a Semester, depending upon the starting and closing dates of a Semester and depending upon the holidays and off days falling in a Semester.

4. Teacher can calculate the approximate number of possible teaching hours in a given

Semester, considering the available Weeks in a Semester and the credit hours of the course to be taught. For example if the available teaching Weeks in a particular Semester are 17, the total teaching hours available during the Semester for a particular course will be as follows:

i. One Credit Hours Course will be: 17x1 = 17 Hours

Teaching ii. Two Credit Hours Course will be: 17x2 = 34 Hours Teaching iii. Three Credit Hours Course will b: 17x3 = 51 Hours Teaching iv. Four Credit Hours Course will be: 17x4 = 68 Hours

Teaching 5. Since each of the courses in present scheme of studies is of 3-credit hours, therefore it is

expected that a teacher will have 34 classes in a Semester. Teaching Format 6. Teachers can invite guest speakers, if it is required in any area of

specialization. However, it must be intimated well before time to the Director / teaching coordinator.

7. English is medium of instructions and teachers are expected to deliver lectures in

English; however, in order to facilitate understanding students and teachers can switch over to Urdu in classroom discussions.

8. The teachers are also supposed to be regular and punctual for effective role modeling.

Unnecessary switching over of classes should be avoided; any change, if necessary, should be conveyed to the teaching coordinator in advance.

9. It will be appreciated if the teacher remains accessible to students other than classroom. So that students could consult regarding learning any ongoing topic and assignments / projects, if any need emerges.

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Course Evaluation 10. At the conclusion of teaching in the end of Semester, a course evaluation of teacher

for the respective course is carried out based on a well-developed Likert-Type Scale. The results of these course evaluations are shared with all teachers. These include quantitative as well as qualitative evaluation by students of respective teachers. It is also recommended for the teachers to take an informal evaluation during the course of teaching that may help to maintain better quality in teaching as per student’s mental level.

Evaluation of Students 11. A student shall be evaluated in each course on the basis of: (a) Sessional Marks (50%) (b) Terminal Examination (50%) 12. For the Sessional marks, the teacher can select a combination of various modes of

evaluation such as Sessional tests, class assignments, term papers, class participation, classroom presentations, field assignments such as observations or surveys, practicum (classroom and / or field experiments), etc.

13. The assignments / projects should be assigned marks that may justify the

significance of content in the course outlines. For example, if 40 % of Sessional, marks are assigned to a project that is covering only 2 % content of the course, then it is not justifiable. Enough time should also be given for the completion of the project in accordance with the significance of the task.

14. Sessional evaluation should be spread over the entire period of the Semester. It would

also be a good practice to set up at least one mid-term Sessional test. 15. Students should be informed that assignments / projects are required to be

submitted within announced deadlines. 16. To avoid plagiarism, it should be conveyed to students that if any assignment /

project is found to be copied from any other source, it will be cancelled. 17. The sessional marks are sent to the university on or before the date given in the Semester

schedule, which is generally close to the date of the termination of the teaching. 18. The minimum passing marks for each course shall be 50%. A student obtaining less than

50% marks in any course is considered failed in that course and the marks obtained in that course shall not be counted towards the aggregate marks.

19. The terminal examination is held at the end of each Semester on the dates fixed by the

Controller of Examination of the University. 20. The evaluation in Sessional exam and terminal exams are shared with students before

sending to the University, to address any query that may emerge afterwards. A date and time for sharing terminal papers’ evaluations is announced by teaching coordinator.

21. A student repeats the compulsory courses in which he / she has failed, as soon as the

course / s is offered next. 22. No student is allowed to continue the studies beyond six Semesters under any

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circumstances. 23. A handicapped / disabled (blind) student will be provided writer/ amanuensis at the

expense of the university. The writer will be of a lower grade education and will be given 45 minutes extra time for solving the paper.

Attendance of Students 24. Teachers are expected to mark the attendance of the students in each class. Students must attend at least 80% of the class lectures and practicum / tutorials in order to

be eligible for appearing in the terminal examination. The student falling short of required percentage is not allowed to appear in the terminal examination for the respective course and considered failed in that course. However, under special and unavoidable circumstances, the Director, on the recommendations of the respective teacher of the course, may condone the deficiency in attendance 5% further.

25. The teachers are requested to be careful in taking attendance. As a uniform policy of

NIP, the student arriving late in the class up to 5 minutes; will be marked absent, unless a satisfactory explanation is provided for the late arrival.

26. Each teacher is required to maintain a date-wise record of the attendance. At the end

of each calendar month, the percentage of attendance is calculated and if it is less than 80%, it is to the student concerned, in writing, through the Teaching Coordinator / Director. An overview of teaching record is also provided to the teacher in the middle of the Semester to keep the pace for desired number of lectures.

27. A student shall be allowed to appear in the terminal examination provided he / she

is an enrolled student of the university; has obtained the desired percentage of attendance; and has paid all the fee and dues; etc.

28. If a student fails to appear in the terminal examination in a course even for medical

or any other reason, he / she is treated as absent and failed.

M.SC PROGRAMME

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Brief Introduction 1. M. Sc., course work is spread over four Semesters. Student must pass 63 credits to

earn the degree. 2. First two Semesters are mainly based on teaching of compulsory courses. In 3rd

Semester, optional courses based on three areas of specialization are offered including Industrial and Organizational Psychology, Developmental Psychopathology, and

Educational Psychology. In 4th Semester, students register for 2 optional courses from general category and compulsory courses of Internship and Research Project.

3. A student is required to pass at least 12 credits 1st and 2nd Semester, failing in doing so shall deem the student to have failed in the respective Semester. A student is

required to pass 9 credit of course work in 3rd and 4th Semester failing in doing so shall deem the student to have failed in the respective Semester.

4. There are two non-teaching but compulsory courses Internship

(3 Credit Hours) and Research Projects (6 Credit Hours). b) Internship during the Semester break between third and fourth Semester provide

an opportunity to the students to establish a contact with the real professional world in their respective areas of specialization. During the fourth Semester, student submits a write-up on his / her work experience during the internship. The evaluation is done by the in-charge at their work place, the internship supervisor, director, and a senior faculty member of respective area of specialization in viva voce examination.

c) For research project/thesis, each student opts for an independent individual research

under the supervision of a teacher. The supervisor for the research is assigned to the student during the third Semester so that they could start working on topic of common

interest well before time. However, this course is registered in 4th Semester. Final report / thesis is submitted in spiral / loose binding by the end of the fourth Semester or on/before the date announced by the university. Evaluation of the research work is done through viva voce examination by a panel of experts consisting of an external examiner, the supervisor, director, and research coordinator.

5. Candidates securing 80% marks or more in a course is given grade ‘A’, 60% to 79.4%

grade ‘B’; and 50% to 59.4% grade ‘C’. Less than 50% is declared as failure.

M. Sc. I (Course Outlines)

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Course: Social Psychology Course Code: PY-302 Credit Hours: Three

Program: M.Sc I (Spring Semester, 2016) Teacher: Aisha Zubair

Course Description

This course offers a broad introduction to social psychology, the scientific study of human social influence and interaction. We will explore the various ways people think about, affect, and relate to one another. The course will cover topics such as the social self-concept, social judgment, attitudes, persuasion, conformity, aggression, helping behavior, prejudice, and interpersonal relationships.

Course Objectives The goals of this course are to (a) improve understanding of social psychological explanations for social influence and interaction and to (b) develop understanding of the research methodologies commonly used to understand social influence and interaction. It will also facilitate to comprehend the interplay of self, social dynamics, and the social world to represent complex set of human social behaviors. Enable the students to develop in-depth conception of attitudes, prejudice and interpersonal attraction. Social Psychology would also facilitate in grasping the paradigms of group processes and prosocial behavior. Moreover, this course assists in the emergent perceptive of applications of social psychology in varying settings.

Distribution of Sessional Marks Sessionals (3) 45 (15 marks each) Poster Presentation 10 marks Class Presentations 20 marks Total 75 marks

Course Outline

Weeks Topics 1 Introducing Social Psychology

Social Psychology: A Working Definition Social Psychology In The New Millennium

2 Research Methods in Social Psychology Experiments and Quasi-Experiments Survey Research Qualitative Approaches Social-psychological Experiments

3-4 Social Identity The Self: Self-Concept, Identity Continuum, Self Awareness,

Self Esteem, Self-Functioning, Self-Regulation Gender Identity

5-6 Understanding The Social World Social Perception (Non-Verbal Communication, Attribution) Social Cognition (Schemas, Heuristics, Potential Sources of

Error in Social Cognition) 7-8 Attitude And Attitude Change

Attitude Formation Attitude And Behavior Attitude Change (Cognitive Dissonance)

9-10 Social Influence Conformity Compliance

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Obedience 11-12 Stereotypes, Prejudice & Discrimination

The Nature And Power of Prejudice Prejudice Based on Gender, Age, Ethnicity, Minority Reducing Prejudice

13-14 Prosocial Behavior: Helping Others Helping behavior Factors affect helping Stages of helping behavior

15 Groups & Individuals Group Dynamics Social Facilitation Social Loafing Group-Think

16 Application of Social Psychology Media, Education, Workplace, Law, Fashion, Politics, Community, Cultural Festivals, Urbanization, Immigrants, Terrorism Inflation

Poster Presentation Total Marks: 10 Sessional Total Marks: 45

Title: Application of Social Psychology in the following fields: Display Deadline: 2nd Week of April, 2016 Test 1: 1st week of March, 2016 Test 2: 1st week of April, 2016 Test 3: 1st week of May, 2016

Class presentations Total Marks: 20

Submission Deadline of write-up: last week of April, 2016 Write-up: 6 marks; Pakistani perspective: 6 marks; presentation style & farmat:4 marks; Q&A: 4 marks

Reading Material

1. Baron, R. A. & Byrne, D. (2003). Social Psychology, 10th ed. India: Prentice Hall, 2. Callan, et.al (2009). Social Psychology, 2nd Ed, London: Harcourt. 3. Hewstone, M., Stroebe, W . & Stephenson, G.M. (Ed.). (1996). Introduction to Social

Psychology, 2nd Ed, Oxford: Blackwell Publishers. 4. Oskamp, S. & Schultz, P. W. (2008). Applied Social Psychology, 2nd ed. New Jersey:

Prentice Hall. 5. Myers, D. G. (2004). Social Psychology, 8th edition, NJ: Worth publishers. 6. Feldman, S. R. (2007). Social Psychology: Theories, research and application. New

York, USA: McGraw Hill Inc.

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Course: Applied Statistics Course code: PY-303 Credit Hours: Three

Program: M.Sc (1st Semester) Teacher: Dr. Gulnaz Anjum

Course Description

Statistics is the study of the collection, organization, analysis, interpretation, and presentation of data. If the data set is based on a sample of a larger population, then the analyst can extend inferences onto the population based on the statistical results from the sample. The course will focus on the importance, theoretical understanding and use of statistics. Multiple applied techniques, which will be useful for practicing applied statistics in industry or research will be taught and practiced in this course.

Course Objectives Applied Statistics aims to provide a rigorous understanding of important areas of statistics through which students will be prepared to apply this knowledge to acquire and interpret data in social sciences. This course will particularly focus on examples and activities in psychological research.

Student will gain a deeper knowledge of data and noise in statistics with activities and applications

The emphasis of the program is on the applications of contemporary statistical methods and the use of the latest computational techniques.

Course encourages critical thinking and offers great flexibility to suit all interests, development and research needs of students

Distribution of Semester Marks

3Activities 30 marks (each of 10 marks) 2 Quizzes 40 marks Class participation and discipline 5 marks Total 75 marks

Course Outline

Weeks Topics to be taught Tests / Actitivities

&Dates 1 Role of Statistics in Science: Application of Statistics in

Psychology • Statistics Science and Observations • Importance and Applications of Statistics in Psychology • Populations and Samples • Data structures • Variables and Measurement

2 Describing Data: Frequency Distribution and Graphical Representation • Frequency Distribution • Percentiles and Percentile Ranks • Quartile and Decile • Stem and Leaf Displays • Pie Chart

3 Central Tendency • Arithmetic Mean and its properties

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• Median and its properties • Mode and its properties • Advantages and Disadvantages of Mean, Median, and Mode • When to use which Measure of central tendency

Activity 1 Class 2 of the week

4 Variability • The Range • Variance and Standard Deviation • Variance and Standard Deviation for Population • Variance and Standard Deviation for Sample • Comparing Measures of Variability

5 z-Scores and Standardized Distribution z-Scores and Location in a Distribution using z-Scores to Standardize a Distribution Other Standardized Distributions Based on z-Scores

6 Probability • Probability and the normal distribution • Probabilities and Proportions for Scores from a Normal Distribution • Probability and binomial distribution Quiz 1

Quiz 1 Class 2 of the week

7-8 Hypothesis Testing/Tests of Significance • The Logic of Hypothesis Testing • Uncertainty and Errors in Hypothesis Testing • Directional and Non-Directional Tests • Concerns About Hypothesis Testing: Measuring Effect Size

9&10 Introduction to the t Statistic The t Statistic: An Alternative to z Hypothesis Tests with the t Statistic Cohen’s D Computation and Interpretation

Activity 2 Class 2 of

the week 10

11-12 Introduction to Analysis of Variance The Logic of ANOVA ANOVA Notation and Formulas The Distribution of F-Ratios Post Hoc Tests

Activity 3 Class 2 of the week 12

13 Correlation The Association and Causation aren’t the same The Pearson Correlation Using and Interpreting the Pearson Correlation Alternatives to the Pearson Correlation Quiz 2

Quiz 2 Class 2 of the week 13

14-15 Introduction to Regression Avoiding the Causality Catch Linear Equations and Regression Analysis of Regression: Testing the Significance of the

Regression Equation Introduction to Multiple Regression with Two Predictor

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Variables Evaluating the contribution of each predictor variable.

16 The Chi-Square Statistic: Tests for Goodness of Fit and Independence Parametric and Nonparametric Statistical Tests The Chi-Square Test for Goodness of Fit The Chi-Square Test for Independence Measuring Effects Size for the Chi-Square Test for

Independence Assumptions and Restrictions for Chi-Square Tests

Wrap up & concluding remarks

Reading Material Books:

Boslaugh, S. (2012). Statistics in a nutshell. Sebastopol, CA: O’Reilly Media, Inc. Gravetter, F. J. &Wallnau, L. B. (2013). Statistics for behavioral sciences (9th ed.).

USA: Wordsworth/Thomson Learning. Field, A. (2009). Discovering Statistics: Using SPSS. New Delhi: Sage Publication. Howell. D. C. (2010). Statistical Methods for Psychology (7thed). USA: Thomson

Wadsworth. Mann, P. S. &Lacke, C. J. (2010). Introductory Statistics (7thed). USA: John Wiley, Inc.

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Course: Personality Psychology Course Code PY-307

(Credit Hours: Three) Teacher: Dr. Sobia Masood

Course Description and Course Objectives

This course will provide a survey of current theory and research in the field of personality psychology. The subfield of personality occupies a unique position in psychology because of its mandate to study the whole person. The goal of this course is to cover a variety of topics in personality psychology, in some depth, attempting to bring them together in a reasonably coherent depiction of what personality is and how it functions. The purpose of this course is to familiarize the student with the main theories, concepts and research strategies which characterize the field of personality.

Distribution of Sessional Marks

4 quizzes 60 (15 Marks Each) Practicum 15 Marks Total 75 Marks

Course Outline

Weeks Date Topics to be Taught Assignment /

Tests Dates 1

16-02-2016 17-02-2016

Introduction to field of Personality Psychology • Defining Personality • Three levels of Personality Analysis • Six Domains of Knowledge About

Human Nature • Sources of Personality Data • Contemporary Research in Personality

2, 3

23-02-2016 24-02-2016 01-03-2016 02-03-2016

Domains of Knowledge about Human Nature

Dispositional Domain Traits and Trait Taxonomies

o What is trait o Methods for identifying traits o Taxonomies of Personality

Personality Dispositions over time o Personality Development,

Stability, Change, and Coherence

o Personality Stability Over Time

o Personality Change Personality Coherence Over Time

Quiz 1

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4, 5 08-03-2016 09-03-2016 15-03-2016 16-03-2016

Biological Domain Genetics of Personality

o Heritability o Genes and Environment

Physiological Approaches to Personality o Sheldon’s Physiological Approach o Physiologically based dimensions

of Personality Evolutionary Perspectives on Personality

o Evolution and natural selection o Human nature o Sex differences o Individual differences

6,7,8 22-03-2016 23-03-2016* 29-03-2016 30-03-2016 05-04-2016 06-04-2016

Intrapsychic Domain

Psychoanalytic Approaches to Personality Ego Psychology Object Relations Theory

Motives and the Dynamics of Personality

Psychoanalytic Approaches to Personality Quiz II

9, 10 12-04-2016 13-04-2016 19-04-2016 20-04-2016

Cognitive / Experiential Domain Cognitive Topics in Personality

o Personality revealed through Perceptions

o Personality revealed through Interpretations

o Personality revealed through Goals Emotions and Personality

o Issues in Emotion Research o Content of Emotional Life o Personality and well-being o Style of Emotional Life o The Interaction of Content and

Style in Emotional Life

Quiz III

11, 12 26-04-2016 27-04-2016 03-05-2016 05-05-2016

Social and Cultural Domain Sex, Gender and Personality

o Sex Differences in Personality o Masculinity, Femininity,

Androgyny, and Sex Roles o Theories of Sex Differences

Culture and Personality o What is Cultural Personality

Psychology? o Major Approaches to Culture

13, 14, 15

10-05-2016 11-05-2016 17-05-2016 18-05-2016 24-05-2016 25-05-2016

Adjustment Domain Personality in relation to stress, coping

and adjustment o Models of the Personality-Illness

Connection o The Concept of Stress o Stress Response o Coping Strategies and Styles

Personality Disorders

Presentations

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o Building blocks of Personality o Specific Personality Disorders

• Antisocial personality disorder • Borderline personality disorder • Histrionic personality disorder • Narcissistic personality disorder • Schizoid personality disorder • Schizotypal personality disorder • Paranoid personality disorder • Avoidant personality disorder • Dependent personality disorder • Obsessive-compulsive disorder

16 31-05-2016 01-06-2016

Current trends in Personality Psychology • Domains of Knowledge: Where We've

Been, Where We're Going • Integration: Personality in the New

Millennium

17 07-05-2016 Recap of the Course

Course Practicum

Administration of one personality / abilities / competencies test.

Reading Material Books: Larsen, R. J., & Buss, D.M. (2002). Personality Psychology: Domains of Knowledge about Human Nature. New York. McGraw Hill. Burger, J.M (2004). Personality. (6th ed.). Thomson: USA.

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Course: Introduction to Applied Areas of Psychology Course Code: PY-319

Credit Hours: 3

Program: M. Sc. (1st Semester) Teacher: Nelofar Kiran Rauf

Description

This course is to introduce Applied area in psychology majorly focusing at four areas of that are taught as specialized courses later in NIP including Developmental Psychopathology, Psychology of Gender, Educational psychology, and Industrial and Organizational Psychology.

Objectives

The course is designed to establish an understanding of the four areas of psychology and that will help them to establish their interest when taking up their optional areas of specialization in third semester. This course will serve to draw attention on the broad but focal area of each specialization.


Quiz 1 (Developmental Psychopathology) 20 Marks Quiz 2 (I/O Psychology) 20 Marks Quiz 3 (Educational Psychology) 20 Marks Presentation 10 Marks Class Participation 05 Marks

Course Outline

Weeks Topics to be Taught Assignment/ Tests Dates

Introduction Unit 1 (2-6 Weeks)

Industrial and Organizational Psychology (IO) 1. Introduction to Industrial and Organizational

Psychology 2. Assessment of Jobs, Performance and People 3. Selecting and Training Employees 4. Organizational Behavior

5. Job Satisfaction and Motivation

Last Class in

4th Week

Unit 2 (7-11Weeks)

Educational Psychology

1. Educational Psychology: A Tool for Effective Teaching

2. Cognitive and Language Development 3. Behavioral and Social Cognitive Approaches 4. Planning, Instruction, and Technology

Last Class in

12th Week

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Unit 3 (12-16 Weeks)

Developmental Psychopathology (DP) 1. Introduction to DP 2. Introduction to Models 3. Resilience and Risk Factors 4. Introduction to Psychopathologies a. Emotional and Behavioral b. Cognitive and Intellectual

Last Class in

16th Week

Reading Material

Developmental Psychopathology:

1. Mrash, E. J. & Barkley, R. A. (1996). Child Psychopathology. Guilford Press: New York.

2. Nelson, R. W., & Israel, A. C. (2003). Behaviors of childhood. (5thed.). Prentice a. Hall: New Jersey

3. Wenar, C . (1994). Developmental psychopathology from infancy through adolescence.

McGraw Hill Inc.: New York.

Educational Psychology:

4. Santrock, J. W. (2011). Educational psychology. McGraw Hill Inc.: New York.

Industrial and Organizational Psychology:

5. Spector, P . E. (2000). Industrial and Organizational Psychology, Maxwell Macmillan, Inc.: New York.

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Course: Behavioral Neurosciences Course code PY-483 Credit Hours: Three

Program: M.Sc. (1stSemester) Teacher: Dr. Mudassar Aziz

Course Description

Behavioral neuroscience, also known as biological psychology, is the application of the principles of biology to the study of physiological, genetic, and developmental mechanisms of behavior in humans. The field is interdisciplinary in approach requiring some knowledge of psychology, biology, chemistry, neuro-pharmacology, biochemistry, and the clinical sciences (e.g., neurology and neuropsychiatry).

Course Objectives The goal of this course is to introduce behavioral neuroscience beginning with a detailed review of the nerve cell, conduction and neurotransmission. Next, we build upon this smallest unit of the nervous system through study of neuroanatomy,structure/function relationships and the developmental evolution of the whole brain. As the course proceeds, these foundational topics will nurture understanding of the neuralbases of sensation, perception, cognition and emotion as well as Ingestive, sexual and addictive behavior.


3 Sessional Exams 20 marks each (Week # 5, 9, & 13) Presentations 15 marks (During weeks # 10, 11, and 12) Total 75 marks

Course Outline

Weeks Topics

1 & 2 Introduction to Behavioral Neuroscience • Origin and history of Physiological Psychology • The nature of Physiological Psychology • Natural Selection and Evolution • Ethical Issues in Research with animals • Career in Neuroscience

3,4 & 5 Structures and Functions of Cells of the Nervous System • Cells of the Nervous System • Communication within the neuron • Communication between Neurons • Overview of Brain parts and Its functions

6 &7 Psychopharmacology • Principles of psychopharmacology • Sites of Drug Action • Endocrinology and Hormones • Neurotransmitters and Neuromodulators

8 & 9 Methods and Strategies of Research • Recording and Stimulating Neural Activity • Neurochemical Methods • Genetic Methods

10,11, &12 Neuro-physiological Description of following behaviors i.e., Vision, hearing, emotion, ingestive behavior, learning, memory, human communication, motivation, and sleep and

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Biological Rhythm 13,14, & 15 Neurological disorders

• Seizures Disorders • Degenerative Disorders • Disorders caused by Infection Diseases (Description, Physiological causes, and Physiological treatment of disorders)

16 Recap and Revision

Reading Material Books: Carlson, N.R. (2006). The Physiology of Behavior. (9th Edition). Allyn and Bacon

Publishers: Boston, Massachusetts. Carlson, N. R. (2005). Foundations of Physiological Psychology. (6th Edition).Pearson

Education in South Asia. Garrett. B (2003) Brain and Behavior. Thomson, Wadsworth: Canada Gazzaniga, M. S., Ivry, R. B., &Mangun, G. R. (2002). Cognitive Neuroscience: The

Biology of Mind. (2nd Edition). W.W. Nrton and Company, Inc.

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English Language Proficiency Course code EN-001 Credit Hours: Three

Program: M.Sc. I (Spring Semester, 2016) Teacher: Muhammad Yousaf

Course Description

This course will introduce students to the critical reading, thinking, speaking and writing. Students will practice writing common forms of academic documents that will not only enable them to complete their studies but also enable them to write research articles and thesis. The primary focus of this interactive class will be to provide the students opportunities to improve their Reading and Writing skills.

Course Objectives Students will be able to:

1. paraphrase, summarize, and respond to academic texts 2. use academic language (discourse and vocabulary) appropriately in a variety of written

genres 3. recognize rhetorical patterns of organization and apply them in writing 4. synthesize sources in academic discourse 5. use appropriate style and grammar 6. learn to edit their own writing


Sessionals (2) 60 (30 marks each) Assignment 10 marks Class Participation 05 marks Total 75 marks

Course Outline

Weeks Topics 1 Introducing English Language Proficiency

Parts of speech 2 use of articles

subject and verb agreement An overview of Tenses

3-4 Analysis of phrase, clause and sentence structure Transitive and intransitive verbs active and passive voice Punctuation and spelling

5-6 Change of narration

Reporting and reported verbs and their agreement 7-8 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) 9-10 Avoiding Plagiarism

From Titles to Outlines Evaluating Texts Identification of Facts and Opinions

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Understanding Purpose of the text 11-12 Summary Writing

Selecting Key Points from a text Note-making Paraphrasing Combining different Sources to write literature review

13-14 Organization of Writing Organizing Paragraphs Organizing the Main Body Structure of Introductions Structure of Conclusions Argument building in writing

15-16 Construction of Coherent Paragraphs Cause and Effect sentences How to write Comparison How to write Definitions with in longer pieces of writing How to write Examples with in longer pieces of writing How to bring Cohesion Rewriting and Proof-reading

Sessional Total Marks: 30

Test 1: 1st week of April, 2016 Test 2: 1st week of May, 2016

Assignment Total Marks: 10

Submission Deadline: last week of April, 2016

Reading Material BOOKS RECOMMENDED: - a) Grammar 1. Practical English Grammar by A.J. Thomson and A.V. Martinet. Exercises 2. Third

edition. Oxford University Press 1986. ISBN 0 19 431350 6. b) Writing 1. 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) Reading 1. 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 Langan 3. Study Skills by Riachard Yorky. d) Essay Writing and Academic Writing 1. Writing. Advanced by Ron White. Oxford Supplementary Skills. Third Impression 1992.

ISBN 0 19 435407 3 (particularly suitable for discursive, descriptive, argumentative and report writing).

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

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

4. Baily, S. (2011). Academic Writing: A Handbook for International students. Routledge. London & New York.

5. Academic Writing and Publishing: A practical Handbook. 6. Paltridge, B. (2007). Thesis and Dissertation Writing in a Second Language. Routledge. 7. Swales, J. M. (2012). Academic Writing for Graduate Students: Essential Skills and

Tasks. Michigan.

M. Sc. II (Course Outlines)

22

Course: Historical and Contemporary Issues in Psychology Course code PY-301 Credit Hours: Three

Program: M.Sc Teacher: Syed Muhammad Imran Bukhari

Course Description

The course comprises of the historical roots of psychology. How psychology emerged from philosophy and physiology. It will also discuss the significance of different schools of thought and the current contemporary issues in psychology.

Course Objectives The students will have better understanding of the historical links of psychology. They will better comprehend the role of different schools of thought in the development of this discipline. Distribution of Sessional Marks Assignment 1 15 Marks Midterm Examination 40 Marks Assignment 2 15 Marks Class Activity 5 Marks

Course Outline

Week Topics to be Taught Assignment/ Tests Dates

Ancient Greek History Assignment 1

1 Philosophical Influences on Psychology 2 Physiological Influences on Psychology

3 & 4

The New Psychology and Structuralism Wilhelm Wundt Hermann Ebbinghaus Edward Bradford Titchener

5 & 6 Functionalism:

Antecedent Influences Development and Founding

7 & 8

Behaviorism Antecedent Influences The Beginning Neo-Behaviorism

9 Midterm Examination 10 Gestalt Psychology

11-14

Psychoanalysis The Beginning Psychoanalysis: After the Founding

The Neo-Freudians and Ego Psychology Social Psychological Theories The Evolution of Personality Theory

(Humanistic Psychology)

Assignment 2

23

15 & 16

Contemporary Developments in Psychology The Cognitive Movement in Psychology Evolutionary Psychology Postmodernism

Recommended Books: Hergenhahn, B. R., & Henley, T. B. (2013). An introduction to the history of psychology (7th

ed.). CA: Wadsworth Schultz, D. P., & Shultz, S. E. (2011). A history of modern psychology (10th ed.). CA:

Wadsworth Wolman, B. B., & Knapp, S. (1981). Contemporary theories and systems in psychology (2nd

ed.). NY: Plenum Press

24

Course: Measurement in Psychology Course Code: Py-305

Credit Hours: 3 Instructor: Dr. Humaira Jami

Course Description

Emphasis is on understanding basic principles of measuring psychological phenomenon like intelligence, personality, achievement, aptitude etc. Psychometric properties like reliability, validity, norms etc. of any measure that needs to be considered while selecting to measure any phenomenon will be addressed. Test development process will also be studied.

Course Objectives The goal of this course is to provide a comprehensive introduction to principles in psychological measurement. By the end of the semester, students should be able to make decision that which measure is the most suitable for testing and assessment of any psychological phenomenon. They should be able to administer, interpret, and assess psychological phenomenon with the measures available along with the capability to develop and adapt relevant tests.

Course Outline Weeks Topics to be taught Assignment/

Tests Dates Unit 1 (1-2 weeks)

Introduction to Measurement in Psychology Testing and Assessment Tools of Psychological Assessment Settings for Application

Last class in 3rd week

Unit 2 (3-4 weeks)

Historical Background Role of Culture Ethical and Legal Issues in Testing Assumptions about Psychological Testing

Last class 5th week

Unit 3 (5-7 weeks)

Reliability Scale of Measurement Strategies for Establishing Reliabilities Errors and Biases Standard Error of Measurement

Last class in 7th week

Unit 4 (8-10 weeks)

Validity Strategies for Establishing Validity Errors and Biases Standard Error of Estimate

Half of chapter 9th week (Midterm)

Unit 5 (11-13 weeks)

Test Development and Adaptation Test conceptualization Test construction Item analysis Validation Adaptation

Last class in 13th week (One hour Test)

Unit 6 (14-16 weeks)

Psychological Testing Intelligence (IQ and Emotional) Personality (Objective, Projective, and Behavioural Assessment) Achievement Aptitude Neuropsychological Diagnostic Tests (Clinical and Counseling)

Group presentation and assignment

25

Assessment of people with disabilities Assessment in Industrial and Organizational Settings


Test 1 (Unit 1 to 2) 15 Marks

Test 2 (Unit 3) 15 Marks

Test 3 (Unit 4) 15 Marks

Test 4(Unit 5) 15 Marks

Group Assignment (Unit 6) 12 Marks (including 3 marks for creativity)

Attendance 3 (95%) Group Assignment Class will be divided into groups of 5 students each. Groups will be required to prepare assignment and deliver presentation on assigned measurement category (Unit 6). Major emphasis should be on:

1. Introduction of assigned testing domain, 2. Nature and type of measures, 3. Reliability and validity aspects along with issues and concerns, 4. An overview of measures available in Pakistan and NIP for that domain, 5. Administration and interpretation of one specific measure in that domain

Content must be divided among group members that should be reflected in written assignment and group presentations, individually. All the above five areas will be divided among members and each member has to comprehensively cover these areas in report and presentation. Evaluation will be within and between groups. Consult books in the library for preparing report. For latest material consult internet, only authentic sites. Format of report. 12 Font, Times New Roman, 1.5 spacing. Max. length 25 pages. Referencing should be as per APA Manual 6.

Reading Material

1. Cohen, R. J., & Swerdlik, M. E. (2007). Psychological Testing and Assessment (6th Edition). The McGraw-Hill.

2. Anastasi, A., & Urbina, S. (1997). Psychological Testing (7th ed.)

26

Course: Experimental Psychology Course code PY-315 Credit Hours: Three Teacher: Saira Khan

Course Description

This course provides an orientation about basic concepts of experimental psychology as well as understanding of experimental methods. It also offers a firsthand knowledge and experimental demonstration of fundamental notion of experimental psychology

Course Objectives This course will help students to understand the:

Basic experimental research designs Application of experimental research Methods in experiments Practical knowhow of elementary concepts of experimental psychology


Sessional 1 & 2 40 Marks

Practicum Work 25 Marks Case Study 10 Marks Total Midterm Evaluation 75 marks Terminal Evaluation 75 marks Total Marks 150

Course Outline

Weeks Topics to be taught Assignment/ Tests Dates

1&2 Introduction to Experimental Psychology Scope of Experimental Psychology Experimental psychology as a model Applying assumptions of scientific method to Experimental

Psychology What is an Experiment (Advantages of Experiment and Why Experiments are Conducted)

3& 4 Experimental Designs Randomized group design Matched Group design Blocking factorial design

Threats to internal and external validity

Experiment 1

5&6 Psychophysical Methods Measuring Sensation Operational Definition: Thresholds INTRODUCING THE VARIABLES EXPERIMENTAL TOPICS AND RESEARCH

ILLUSTRATIONS Measurement Scales: Fechner’s Law and Stevens’ Law Signal Detection Theory

Experiment 2 Sessional 1

27

Small-n Design: Psychophysical Methods 7 Reaction Time and Association

Reaction time Judgment time Determinants of reaction time

Experiment 4

8&9 Perception Issues in Perception Direct and Indirect Perception Awareness and Perception INTRODUCING THE VARIABLES

Dependent Variables Independent Variables Control Variables

EXPERIMENTAL TOPICS AND RESEARCH ILLUSTRATIONS

Verbal Report: Perception without Awareness Lack of Verbal Awareness

FROM PROBLEM TO EXPERIMENT: The Color–Distance Illusion


10 & 11

Measurement of Learning and Conditioning Types of Conditioning Classical Conditioning: Does the Name Pavlov Ring a Bell? Instrumental (Operant) Conditioning INTRODUCING THE VARIABLES



Within- and Between-Subjects Designs: Stimulus Intensity

Counterbalancing: Simultaneous Contrast

Case Study Presentation

12 & 13

Retention and Forgetting Ebbinghaus’s Contribution-When Memory was young Varieties of Memory INTRODUCING THE VARIABLES



Scale Attenuation: Modality Differences Generality of Results: Levels of Processing

FROM PROBLEM TO EXPERIMENT: Which Is More Effective, Reading or Listening?


28

14, 15 & 16

FROM PROBLEM TO EXPERIMETHE NUTS AND BOLTS-Application of Experimental Psychology in Social and Environmental Psychology

Experimental Control : Obedience to Authority Demand Characteristics and Experimenter Bias Field Research Bystander Intervention Choosing the Dependent Variable in Measuring Stereotypes

and Prejudice Generalization of Results-Crowding Quasi-Experiments-Noise and Cognitive Performance


Practical work: Practicum in experimental lab will be conducted pertaining to the concepts of perception, memory, learning and Psychophysics. Corresponding experimental reports will be generated. Reading Material Kantowitz, B., Roediger III, H., & Elmes, D. (2006). Experimental psychology. Cengage Learning. D'Amato, M. R. (1979). Experimental psychology: Methodology, psychophysics, and

learning. Tata McGraw-Hill Education. MacLin, M. K., & Solso, R. L. (2003). Experimental psychology: A Case Approach. Pearson.

29

Course Title: Psychopathology Course Code: Py: 316

Course Instructor: Naeem Aslam

Course Description The course psychopathology is aimed at the introduction of basic concepts of distress, mental illness, and abnormality. Variety of clinical conditions like Adjustment Disorders, Eating Disorders, Mood Disorders, and Anxiety Disorders along with causes and treatment are part of this course. This course will cover the assessment and treatment of major psychopathologies of the DSM-V-TR. Students will gain a thorough knowledge of the DSM. Students will learn about various diagnostic techniques and some psychological tests relevant to the disorders studied.

Course Objectives To acquainted with the DSM-V for making diagnosis To be able to understand clinical manifestations, epidemiology, etiology, and differential diagnosis To gain an orientation to therapeutic models and their application for treatment and prognosis of disorders To learn bio-psychological models of selected major mental disorders and psychopharmacological treatment.

Distribution of Sessional Marks Presentations 15 Marks Assignments 10 Marks Quizzes 10 Marks Midterm exam 40 Marks Test dates are last class of the respective week, unless otherwise notified.

Course Outline

Weeks Topics to be taught Assignment/ Tests Dates

1-2

Abnormal Behavior in Historical Context Psychological Disorder Science of Psychopathology The Supernatural Tradition The Biological Tradition The Psychological Tradition

quiz

3-4

An Integrative Approach to Psychopathology One-Dimensional versus Multidimensional Models Genetic Contributions to Psychopathology Neuroscience and Its Contributions to Psychopathology Behavioral and Cognitive Psychology Emotions Cultural, Social, and Interpersonal Factors Life-Span Development

quiz

5 Clinical Assessment and Diagnosis

Assessing Psychological Disorders Diagnosing Psychological Disorders

6 Research Methods

Conducting Research in Psychopathology

30

Types of Research Methods Genetics and Behavior across Time and Cultures

7-8

Anxiety Disorders The Complexity of Anxiety Disorders Generalized Anxiety Disorder Panic Disorder with and without Agoraphobia Specific Phobia Social Phobia (Social Anxiety Disorder) Posttraumatic Stress Disorder Obsessive-Compulsive Disorder

Mid Term

9 Somatoform and Dissociative Disorders

Somatoform Disorders Dissociative Disorders

10-11

Mood Disorders Understanding and Defining Mood Disorders Prevalence of Mood Disorders Causes of Mood Disorders Treatment of Mood Disorders

12-13

Substance-Related and Impulse-Control Disorders Perspectives on Substance-Related Disorders Depressants Stimulants Opioids Hallucinogens Causes of Substance-Related Disorders Treatment of Substance-Related Disorders Impulse-Control Disorders

14-15

Personality Disorders Cluster A Personality Disorders Cluster B Personality Disorders Cluster C Personality Disorders

16

Schizophrenia and Other Psychotic Disorders Perspectives on Schizophrenia Clinical Description, Symptoms, and Subtypes Prevalence and Causes of Schizophrenia Treatment of Schizophrenia

Reading Material Books V. Mark Durand, David H. Barlow (2013) Essentials of Abnormal Psychology (6th ed)

(Belmont, CA: Wadsworth, Cengage Learning

31

Course: Research Methods in Psychology Course Code: Py317 Credit Hours: Three

Program: M.Sc. (2nd Semester) Teacher: Dr. Gulnaz Anjum

Course Description

Research Methods is an area of Psychology that primarily focuses on approaches and techniques of conducting scientific and empirical research. The course emphasizes on building a comprehensive understanding of the essential concepts and issues pertinent to objective exploration of socio-psychological phenomena. Exploring and understanding Research Methods will potentially give hands on research training. The course will be focused on preparing the students for undertaking research activities and research projects.

Course Objectives Research Methods will focus on Psychological Research. It will be most useful for those studying for a psychology degree but it may also serve students of other social sciences and other related disciplines. More specifically this course will have following objectives:

It will help students to understand the procedure of scientific research and develop comprehension of conducting psychological research as part of their main course.

Research methods will facilitate in comprehending the interplay of varying constructs and research designs, which can be employed in any basic or applied research.

The course will assist students in knowledge building of the emergent research strategies.

It will help in preparing the students for conducting and writing their research reports. Distribution of Sessional Marks

2 Quizzes 40Marks (2 each) 2Research Activities 15 Marks (7 & 8 marks) 1 Research Proposal write-up 10 Marks 1 Poster Presentation 10 marks Total 75 Marks

Course Outline

Weeks Topics to be taught and other activities Assignment, Marks, & Tests

Dates 1 Introduction &The Basics of Research

• Science in Historical and Social Context • Types of Research • Research Terminologies • Goals of Scientific Research

2 Scientific Method and Research Process • Scientific and Unscientific approaches to

knowledge • Steps of Scientific Method • Elements of Scientific Method • The Research Process

3 Ethical Issues in Research • APA ethics Code • Fraud in Research • Issues of plagiarism and fabrication

32

4 Research Ideas • Finding an Idea for a new Research Study • Purpose of Literature Review • Conducting a Literature Search • Theoretical soundness

Activity 1 Brainstorming and NIP library

Activity 1 Marks 7 Class 2 of week 4

5 Defining and Measuring Variables Constructs and Operational Definitions Validity and Reliability of Measurements Scales and Modalities of Measurement

6 Selecting Research Participants (Sampling) Introduction Probability Sampling Methods Non-Probability Sampling Methods

Quiz 1

Quiz 1 Marks 20 Class 2 of week

7 Descriptive and Correlational Research Strategies and Designs

Observational Research Design Survey Research Design Case Study Design

8 - 9 Experimental Research Strategy and Designs Cause-and-Effect Relationship Elements of Experiment Dealing with Extraneous Variables Control Groups Manipulation Checks Between-Subjects Design Within-Subjects Design

Activity 2 Prepare and write review of the given paper from

Science/JPSP.

Activity 2 Marks 8 Class 2 of week 8

10 Quasi-Experimental Strategy Introduction Non-Equivalent Group Design Time-Series Design

11 Factorial Designs Introduction Types of Factorial Designs Applications of Factorial Designs

Quiz 2

Quiz 2 Marks 20 Class 2 of week 11

12 Writing a Research Report (& proposal) The goal of a Research Report General APA guidelines for Writing Style and

Format Elements of an APA-Style Research Report Writing a Research Proposal

Class 2 - Allocation and Instructions for Proposal writing &Poster Presentation

33

13 Multi-method Research Need and significance Methods and approaches to multi-method research Merits and difficulties

Submit written proposal 10 marks Class 1 of week 13

14 Poster Presentation Poster Presentation 10 marks

15 Scientific Report Writing – a Review Workshop Best Proposal & Best Poster (class evaluations)

16 Interdisciplinary Research Common areas of interdisciplinary research in

psychology Emerging areas and trends Potentials and hindrances

Recap/Summery & Concluding remarks

Reading Material Books

• Coolican, H. (2014). Research Methods and Statistics in Psychology (6th Ed.). New York. Psychology Press.

• Gravetter, F. J., &Forzano, L. B. (2012). Research Methods for Behavioral Sciences (4th Ed.). USA: ThomsonWadsworth

• Shaugnessy, J., Zechmeister, E., &Zechmeister, J. (2012). Research Methods in Psychology (9th Ed.). New York. McGraw Hill.

Other Reading material • Dissertations, research reports and journal papers available in NIP Library (for

reference and preparation of research proposals). • Activity Materials and Recent Best Papers for activities and discussion will be

provided. Sources: Science; Journal of Personality and Social Psychology (JPSP).

34

Course: Cognitive and Affective Processes Course code PY-320 Credit Hours: Three

Teacher: Dr. Jamil A. Malik

Course Description Cognitive psychology is one of the more recent additions to psychological research, having only developed as a separate area within the discipline since the late 1950s and early 1960s. It explicitly acknowledges the existence of internal mental states (such as belief, desire, idea, knowledge and motivation). The term "cognition" refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations. Cognition is involved in everything a human being might possibly do. In other words every psychological phenomenon is a cognitive phenomenon. But although cognitive psychology is concerned with all human activity rather than some fraction of it, the concern is from a particular point of view. This is a way of thinking and reasoning about mental processes, envisioning them as software running on the computer that is the brain. Theories refer to forms of input, representation, computation or processing, and outputs.

Course Objectives

The course covers introduction and orientation to cognitive and effective processes in human, Historical background and current developments in cognitive psychology. The purpose is to develop an understanding of basic cognitive functions, such as attention, perception, thinking, language, and problem solving. Additionally, the course focuses on Research methods in cognitive psychology.


Three Class Quiz 25 Marks each

Course Outline Unit Topics to be taught Assignment/

Tests Dates 1 Introduction to Cognitive Psychology:

History, Greek Philosophers, Influences on study of Cognition

Cognitive Revolution Current Trends in the Study of Cognition

2 Research Methods: Naturalistic Observation, Introspection, Controlled Observation & Clinical Interviews, Experiments & Quasi-Experiments, Investigations of Neural Underpinnings.

3 Paradigms of Cognitive Psychology Information processing paradigm, Connectionist approach, Evolutionary approach, Ecological approach

1st sessional

4 The Brain: An Overview of Structure and Function Background, Structure of the Brain, Localization of Function, Lateralization of Function Brain Imaging Techniques

5 Perception:

35

Types Gestalt Approaches to Perception Bottom up Approaches Top down Approaches Disruptions of Perception: Visual Agnosias

6 Attention Selective Attention

Filter Theory, Late Selection Theory Attention, Capacity, and Mental Effort Schema Theory Inattentional Blindness

Neuroscientific Studies of Attention Networks of Visual Attention Event Related Potentials and Selective Attention

2nd Sessional

7 Attention Automaticity and the Effects of Practice

The Stroop Task Automatic Versus Attentional (Controlled) Processing Feature Integration Theory Attentional Capture

Divided Attention Dual Task Performance The Attention Hypothesis of Automatization The Psychological Refractory Period (PRP) Divided Attention Outside the Laboratory

3rd Sessional

8 Visual Imagery and Spatial Cognition Mnemonics and Memory Codes

Mnemonics The Dual-Coding Hypothesis The Relational-Organizational Hypothesis

Empirical Investigations of Imagery Mental Rotation of Images

Scanning Images The Nature of Mental Imagery Principles of Visual Imagery Critiques of Mental Imagery Research and Theory

Neuropsychological Findings Spatial Cognition

9 Problem Solving Classic Problems and General Methods of Solution

Generate-and-Test Technique Means–Ends Analysis Working Backward Backtracking Reasoning by Analogy

Blocks to Problem Solving Mental Set Using Incomplete or Incorrect Representations Lack of Problem-Specific Knowledge or Expertise

36

Recommended Books: Brown, C. (2007). Cognitive Psychology. London: SAGE Publications. Groome, D., Dewart, H., Esgate, A., Gurney, K., Kemp, R., & Towell, N. (2005). An Introduction to Cognitive Psychology: Processes and disorders. London: Taylor & Francis e-Library,. Galotti, K. M. (2008). Cognitive Psychology: In and Out of the Laboratory (4th ed.). USA:

Michele Sordi. Web Sources: http://psych.hanover.edu/JavaTest/CLE/Cognition/Cognition.html http://www.journals.elsevier.com/cognitive-psychology/ http://psychology.about.com/od/researchmethods/u/psychology-experiments.htm#s1

M.Sc. III (Course Outlines)

37

Course: Historical and Contemporary Issues in Psychology Course code PY-301 Credit Hours: Three

Program: M.Sc Teacher: Syed Muhammad Imran Bukhari

Course Description

The course comprises of the historical roots of psychology. How psychology emerged from philosophy and physiology. It will also discuss the significance of different schools of thought and the current contemporary issues in psychology.

Course Objectives The students will have better understanding of the historical links of psychology. They will better comprehend the role of different schools of thought in the development of this discipline.

Distribution of Sessional Marks Assignment 1 15 Marks Midterm Examination 40 Marks Assignment 2 15 Marks Class Activity 5 Marks

Course Outline

Week Topics to be Taught Assignment/ Tests Dates

Ancient Greek History Assignment 1 1 Philosophical Influences on Psychology

2 Physiological Influences on Psychology

3 & 4

The New Psychology and Structuralism

Wilhelm Wundt

Hermann Ebbinghaus

Edward Bradford Titchener

5 & 6

Functionalism:

Antecedent Influences

Development and Founding

7 & 8

Behaviorism

Antecedent Influences

The Beginning

Neo-Behaviorism

9 Midterm Examination

10 Gestalt Psychology

11-14 Psychoanalysis

The Beginning

38

Psychoanalysis: After the Founding

The Neo-Freudians and Ego Psychology

Social Psychological Theories

The Evolution of Personality Theory

(Humanistic Psychology)

Assignment 2

15 & 16

Contemporary Developments in Psychology

The Cognitive Movement in Psychology

Evolutionary Psychology

Postmodernism

Recommended Books: Hergenhahn, B. R., & Henley, T. B. (2013). An introduction to the history of psychology (7th

ed.). CA: Wadsworth Schultz, D. P., & Shultz, S. E. (2011). A history of modern psychology (10th ed.). CA:

Wadsworth Wolman, B. B., & Knapp, S. (1981). Contemporary theories and systems in psychology (2nd

ed.). NY: Plenum Press

39

Course: Experimental Psychology Course code PY-315 Credit Hours: Three Teacher: Saira Khan

Course Description

This course provides an orientation about basic concepts of experimental psychology as well as understanding of experimental methods. It also offers a firsthand knowledge and experimental demonstration of fundamental notion of experimental psychology

Course Objectives This course will help students to understand the:

Basic experimental research designs Application of experimental research Methods in experiments Practical knowhow of elementary concepts of experimental psychology


Sessional 1 & 2 40 Marks

Practicum Work 25 Marks Case Study 10 Marks Total Midterm Evaluation 75 marks Terminal Evaluation 75 marks Total Marks 150

Course Outline

Weeks Topics to be taught Assignment/

Tests Dates 1&2 Introduction to Experimental Psychology

Scope of Experimental Psychology Experimental psychology as a model Applying assumptions of scientific method to Experimental

Psychology What is an Experiment (Advantages of Experiment and Why Experiments are Conducted)

3& 4 Experimental Designs Randomized group design Matched Group design Blocking factorial design

Threats to internal and external validity

Experiment 1

5&6 Psychophysical Methods Measuring Sensation Operational Definition: Thresholds INTRODUCING THE VARIABLES EXPERIMENTAL TOPICS AND RESEARCH

ILLUSTRATIONS Measurement Scales: Fechner’s Law and Stevens’ Law


40

Signal Detection Theory Small-n Design: Psychophysical Methods

7 Reaction Time and Association Reaction time Judgment time Determinants of reaction time

Experiment 4

8&9 Perception Issues in Perception Direct and Indirect Perception Awareness and Perception INTRODUCING THE VARIABLES



Verbal Report: Perception without Awareness Lack of Verbal Awareness

FROM PROBLEM TO EXPERIMENT: The Color–Distance Illusion


10 & 11

Measurement of Learning and Conditioning Types of Conditioning Classical Conditioning: Does the Name Pavlov Ring a Bell? Instrumental (Operant) Conditioning INTRODUCING THE VARIABLES



Within- and Between-Subjects Designs: Stimulus Intensity

Counterbalancing: Simultaneous Contrast


12 & 13

Retention and Forgetting Ebbinghaus’s Contribution-When Memory was young Varieties of Memory INTRODUCING THE VARIABLES



Scale Attenuation: Modality Differences Generality of Results: Levels of Processing

FROM PROBLEM TO EXPERIMENT: Which Is More Effective, Reading or Listening?


14, 15 & 16

FROM PROBLEM TO EXPERIMETHE NUTS AND BOLTS-Application of Experimental Psychology in Social and Environmental Psychology

Experimental Control : Obedience to Authority Demand Characteristics and Experimenter Bias Field Research Bystander Intervention


41

Choosing the Dependent Variable in Measuring Stereotypes and Prejudice

Generalization of Results-Crowding Quasi-Experiments-Noise and Cognitive Performance

Practical work: Practicum in experimental lab will be conducted pertaining to the concepts of perception, memory, learning and Psychophysics. Corresponding experimental reports will be generated. Reading Material Reading material Kantowitz, B., Roediger III, H., & Elmes, D. (2006). Experimental psychology. Cengage Learning. D'Amato, M. R. (1979). Experimental psychology: Methodology, psychophysics, and

learning. Tata McGraw-Hill Education. MacLin, M. K., & Solso, R. L. (2003). Experimental psychology: A Case Approach. Pearson.

42

Course Title: Data Analysis CourseCode:PY-318

Credit Hours: 3

Program: M.Sc. (3rdSemester) Course Teacher: Dr. Mudassar Aziz

Course Description The course data analysis in research has been designed to link the various aspects of research together. The student have been oriented to applied statistics, applied research, made familiar with terms and concepts of psychometrics. This course helps students understand the practical aspects of conceptualizing a research, coining the conceptual framework, collecting data, and conducting appropriate analysis to find meaningful results.

Course Objectives Students will be able to understand how different aspects of research come together. Moreover, they will be able to understand and take appropriate statistical procedures, interpret basic statistics tables and the salient features of a research report.

Distribution of Sessional Marks 3 Sessional exams 20 marks each (Week # 6, 10, & 13) Assignment/projects 15marks (Due on Week #14) Total 75 marks

Course Outline Weeks Topics

1 Introductiontothecourseoutlineanddiscussiononcoursecontentandscheduleofsessionals.Review of basic stats concepts.

2 Data analysis in psychological research. Review of basic stats concepts 3 & 4 A detailed orientation to SPSS environment 5 Writing, formatting and handling data 6 Data exploration: Descriptive statistics,

Reliability testing 7 Hypothesis testing:

One sample t-test, Independent sample t-test ,Paired sample t-test 8 Analysis of Variance(ANOVA) 9 Correlation(types, uses, and reporting) 10 Liner Regression (Simple and Multiple) 11 Reporting results according to APA 6th Edition12 Introduction to Mediation and Moderation analysis 13 Introduction to factor analysis and SEM14 Qualitative data analysis(strategies)15 Qualitative data analysis(strategies)

Orientation to N-vivo 16 Introduction to the endnote

Reading Material Books: Field, E. (2009). Discovering Statistics Using SPSS (3rd Ed.). London: Sage Publications. Timothy C. Urdan (2010)Statistics in Plain English, (3rd Ed.). Taylor and Francis group, New York. Clayton, K. N. (1984). An Introduction to Statistics for Psychology and Education. Columbus: Chalrles, E. Merrill Publishing Co.

43

Course: Cognitive and Affective Processes Course code PY-320 Credit Hours: Three

Teacher: Dr. Jamil A. Malik

Course Description Cognitive psychology is one of the more recent additions to psychological research, having only developed as a separate area within the discipline since the late 1950s and early 1960s. It explicitly acknowledges the existence of internal mental states (such as belief, desire, idea, knowledge and motivation). The term "cognition" refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations. Cognition is involved in everything a human being might possibly do. In other words every psychological phenomenon is a cognitive phenomenon. But although cognitive psychology is concerned with all human activity rather than some fraction of it, the concern is from a particular point of view. This is a way of thinking and reasoning about mental processes, envisioning them as software running on the computer that is the brain. Theories refer to forms of input, representation, computation or processing, and outputs.

Course Objectives

The course covers introduction and orientation to cognitive and effective processes in human, Historical background and current developments in cognitive psychology. The purpose is to develop an understanding of basic cognitive functions, such as attention, perception, thinking, language, and problem solving. Additionally, the course focuses on Research methods in cognitive psychology.


Three Class Quiz 25 Marks each

Course Outline

Unit Topics to be taught Assignment/

Tests Dates 1 Introduction to Cognitive Psychology:

History, Greek Philosophers, Influences on study of Cognition

Cognitive Revolution Current Trends in the Study of Cognition

2 Research Methods: Naturalistic Observation, Introspection, Controlled Observation & Clinical Interviews, Experiments & Quasi-Experiments, Investigations of Neural Underpinnings.

3 Paradigms of Cognitive Psychology Information processing paradigm, Connectionist approach, Evolutionary approach, Ecological approach

1st sessional

4 The Brain: An Overview of Structure and Function Background, Structure of the Brain, Localization of Function, Lateralization of Function

44

Brain Imaging Techniques 5 Perception:

Types Gestalt Approaches to Perception Bottom up Approaches Top down Approaches Disruptions of Perception: Visual Agnosias

6 Attention Selective Attention

Filter Theory, Late Selection Theory Attention, Capacity, and Mental Effort Schema Theory Inattentional Blindness

Neuroscientific Studies of Attention Networks of Visual Attention Event Related Potentials and Selective Attention

2nd Sessional

7 Attention Automaticity and the Effects of Practice

The Stroop Task Automatic Versus Attentional (Controlled) Processing Feature Integration Theory Attentional Capture

Divided Attention Dual Task Performance The Attention Hypothesis of Automatization The Psychological Refractory Period (PRP) Divided Attention Outside the Laboratory

3rd Sessional

8 Visual Imagery and Spatial Cognition Mnemonics and Memory Codes

Mnemonics The Dual-Coding Hypothesis The Relational-Organizational Hypothesis

Empirical Investigations of Imagery Mental Rotation of Images

Scanning Images The Nature of Mental Imagery Principles of Visual Imagery Critiques of Mental Imagery Research and Theory

Neuropsychological Findings Spatial Cognition

9 Problem Solving Classic Problems and General Methods of Solution

Generate-and-Test Technique Means–Ends Analysis Working Backward Backtracking Reasoning by Analogy

Blocks to Problem Solving Mental Set Using Incomplete or Incorrect Representations

45

Lack of Problem-Specific Knowledge or Expertise

Recommended Books: Brown, C. (2007). Cognitive Psychology. London: SAGE Publications. Groome, D., Dewart, H., Esgate, A., Gurney, K., Kemp, R., & Towell, N. (2005). An Introduction to Cognitive Psychology: Processes and disorders. London: Taylor & Francis e-Library,. Galotti, K. M. (2008). Cognitive Psychology: In and Out of the Laboratory (4th ed.). USA:

Michele Sordi. Web Sources: http://psych.hanover.edu/JavaTest/CLE/Cognition/Cognition.html http://www.journals.elsevier.com/cognitive-psychology/ http://psychology.about.com/od/researchmethods/u/psychology-experiments.htm#s1

M.Sc. IV (Course Outlines)

46

Course: Health Psychology Course code PY-485 Credit Hours: Three

Program: M.Sc (IV Semester) Teacher: Nelofar Kiran Rauf

Course Description

Health psychology is the aggregate of educational, scientific, and professional contributions to the discipline of psychology in the promotion and maintenance of health, prevention and treatment of illness, and related dysfunction as well as identification of etiologic and diagnostic correlates of health. Health psychology primarily focuses on analysis and improvement of health care system and health policy information.

Course Objectives This course will help students to understand the interplay of physiological and psychological determinants in illness and managing health care systems. Develop comprehension of varying factors like personality dispositions, genetic, social and environmental attributes in illness and maintenance of health. Health psychology would also facilitate in grasping the fragile issues of terminating illness, pain, and bereavement. Moreover, this course assists in emergent perceptive of disease and its aftermath during different stages of life span.


Quiz (3) 45 (15 marks each) Assignment 10 marks Presentations 15 marks Total 75 marks

Course Outline

Weeks Topics Evaluation

Schedule1 Introduction to Health Psychology: Basic Issues and

Processes What is health? Current Perspectives on Health and Illness What is health Psychology? Conducting research in health psychology

2 Stress-Its meaning, Impact and Sources Stress in daily life Biopsychosocial Aspects of Stress Sources of stress throughout life Measuring Stress

3, 4 Stress, Biopsychosocial Factors and Illness Psychosocial modifiers of stress How stress affects health Psychophysiological Disorders Stress and Cardiovascular Disorders Stress and Cancer

Quiz 1

5 Coping With and Reducing Stress Coping with stress Reducing the potential for stress

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Reducing stress reactions: Stress Management 6 Physical Symptoms: Pain and Discomfort

What is Pain Theories of pain Biopsychoscoial Aspects of Pain

Assignment

7 Managing and Controlling Clinical Pain Clinical Pain Medical treatments for pain Behavioral and Cognitive methods for treating pain Hypnosis and Interpersonal Therapy Physical and Stimulation Therapies for Pain

8,9 Serious and Disabling Chronic Illnesses: Causes, Management and Coping

Adjusting to a chronic Illness Impact of different Chronic Conditions Psychosocial Interventions for People with Chronic

Conditions Death

Quiz 2

10,11 Heart Disease, Stroke, Cancer and AIDS: Causes, Management and Coping

Coping with and adapting to High-Mortality Illness Heart Disease Stroke Cancer AIDS The Survivors: And Life Goes On

Presentations

12 Health-Related Behaviors and Health Promotion Health and Behavior What determines people’s health-related behavior? Developmental, Gender and sociocultural factors in

Health Programs for Health Promotion

Health-Promotion Projects

13,14 Behavioral Health Preventing Injuries Drug Abuse Eating and Weight Exercising

15 Future of Health Psychology and Recapitulation

Reading Material Books: Sarafino, E. P. & Smith, T. W. (2012). Health Psychology: Biopsychosocial

interactions. (7th ed.). London: Wiley. Brannon, L. & Feist, J. (2007). Introduction to Health Psychology. Cenage Learning. Dimatteo, M. R., & Martin, L. R. (2002). Health Psychology. New York: Pearson

Publishers. Taylor, S. E. (2003). Health Psychology. New York: McGraw Hill. All available journals in NIP Library (for reference)

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Course Title: Clinical Psychology Course Code: Py-486

Credit hours: 03 Course Instructor: Mr. Naeem Aslam

Course Description

Clinical psychology is the branch of psychology concerned with the assessment and treatment of mental illness, abnormal behavior and psychiatric problems. This field integrates the science of psychology with the treatment of complex human problems, making it an exciting career choice for people who are looking for a challenging and rewarding field. This course is intended to develop an understanding of the assessment of mental illnesses and psychological. Problems in addition to different approaches with reference to their treatment.

Course Objectives The course specifically aims to give an understanding of the theoretical base of the different treatment approaches and to prepare students to work in medical settings, private practice or in academic positions at universities and colleges.

Distribution of Marks Presentations 15 Marks Assignments 10 Marks Quizzes 10 Marks Midterm exam 40 Marks Total = 75 marks

Course Outline Weeks Topics to

be taught Assignment/

Tests

1-4 Clinical Psychology: An Introduction Historical Overview of Clinical Psychology Current Issues in Clinical Psychology Research Methods in Clinical Psychology Diagnosis and Classification of Psychological Problems

Quiz

5-8 Clinical assessment The Assessment Interview The Assessment of Intelligence Personality Assessment Behavioral Assessment Clinical Judgment

Midterm

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9-14 Psychological Interventions Psychotherapy: The Psychodynamic Perspective Psychotherapy: Phenomenological and Humanistic-Existential Perspectives Psychotherapy: Behavioral, Cognitive-Behavioral Perspectives Group Therapy, Family Therapy, and Couples Therapy

Quiz

15 Case Formulation using the integrative model

16 Course of treatment and Treatment outcome

Reading Material

Timothy J. Trull & Motchell J. Prinstein (2013). Clinical Psychology, 8th edition

,Wadsworth, Cengage Learning Timothy, A. Brown & David H. Barlow (2011). Casebook in Abnormal Psychology

4th edition, Wadsworth, Cengage Learning

M. Phil. and Ph. D. Programmes

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Course Title: Research Methods in Psychology Course Code: PY: 601

Course Instructor: Prof. Dr. Anila Kamal (Spring, 2016)

Course Description

The course provide on in-depth theoretical and practical understanding of psychological research techniques and methodology. All the topics covered during the course will address the methodological issues in deciding how to study various psychological phenomena in indigenous context. In addition to lectures and presentations, the students will also prepare a research proposal in the style mostly used by research psychologists.

Course Objectives The students should be able to do scientific research by using qualitative, quantitative and triangulation approach.


S.No. Grading Marks

1. Preparation of Research Synopsis and its presentation.

15, Synopsis (10) Presentation & justification (5)

2. Assignment and presentation on selected topic

15, Assignment (7) Presentation (8)

3. Test 15 4. Class Participation 5 5. Final Terminal Paper 50

Course Outline

Weeks Topics to be Taught Assignment/

Tests Dates1 Orientation to the Basic Concepts in Psychology Research.

2 Types of Research: Scientific and Non-scientific Research.

3 Sampling and Data Collection. Probability and Non-Probability samples.

4 Research Designs: Qualitative and Quantitative. Data collection Techniques. Recent Trends in Psychology Research in all over the world and in Pakistan.

Weeks Topics to be Taught Assignment/ Tests Dates

5-10 Qualitative Research Design: (1) History and Archival Research (2) Interview Based Research, (3) Narratives Based Research (4) Biographical Research (5) Focus Group Discussion Based Research (6) Grounded Theory Based Research (7) Discourse Analysis Based Research (8) Ethnographic Research (9) Phenomenological Research (10) Participant Observation Based Research (11) Case Studies Based Research (12) Qualitative

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Evaluation Research (13) Diary Based Research. 11-15 Quantitative Research Design: (14) Survey (15) Small ‘n’

Research (16) Experimental Research Basic Concepts (17) Single-Factor Experimental Design (18) Independent Group Design in Experimental Method (19) Repeated Measure Design in Experimental Method (20) Complex Design in Experimental Method (21) Quasi Experimental Designs (22) Quasi Multiple Base Line Design (23) Quasi Experimental Design: Interrupted and Multiple Time Series Design (24) Psycho-physiological Methods Based Research (25) Questionnaire Based Research (26) Single Subject Experiments.

16 Ethical Issues in Research with Humans: Ethical Standards in Conducting and Reporting Research.

READING MATERIAL Suggested Readings

1. Goodwin, J. C. (2005). Research Methods in Psychology (3rd Ed.): John Willy & Sons 2. Punch, K. F. (2006). Developing Effective Research Proposal (2nd Ed.), London,

Thousand Oaks. New Delhi: Sage Publications 3. Shaughnessy, J. J., & Zachmeister, B. E., & Zachmeister, S. J. (2006). Research

Methods in Psychology, (7th Ed.). McGraw Hill Companies 4. Craig, J. R., & Metze, L. P. (1986). Methods of Psychological Research. (2nd Ed)

California: Brooks/Cole Publishing Company. 5. Christensen, L. B. (1985). Experimental Methodology (3rd Ed.) Allyn and Bacon, Inc 6. Heimen, H. G. (1995). Research Methods in Psychology: Houghten Mufflin Co 7. Mertens, M. D. (1998). Research Methods in Education and Psychology: Integrating

Diversity with Quantitative and Qualitative Approaches. Sage Publications, Inc 8. Mc. Guigan, F. J. (1990). Experimental Psychology (5th Ed.) Prentice Hall Inc. New

Delhi 9. Numan, L. W. (-). Social Research Methods: Qualitative and Quantitative Approach

(4th Ed). London: Allyn & Bacon. 10. Reaves, C. C. (1992). Qualitative Research for the Behavioral Sciences: John Wiley

& Sons. 11. Rosenberg, K. M., & Daly, H. B. (1993). Foundations of Behavioral Research: A

Basic Question Approach. New York: Holt, Rinehart and Winston Inc 12. Selltiz, Wrightsman, L. S. & Cook, C. W. (1972). Research Methods in Social

Relations (3rd Ed.) New York: Holt, Rinehart Winston. 13. Smith, H & Davis, C. (1998). Method of Psychological Research (3rd Ed.). Prentice

Hall 14. Warwick, D. P., & Leninger, C. A. (1975). The Sample Survey Theory and Practice

New York: McGraw Hill Book Company. 15. Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2002). Focus Groups in Social

Research, London: Sage. 16. Gerring, J. (2007). Case Study Research: Principles and Practices. NY: Cambridge

University Press. 17. Presser, S., Rothgeb, J. M., Couper, M. P., Lessler, J. T., Martin, E., Martin, J., &

Singer, E. (2004). Methods for Testing and Evaluating Survey Questionnaires. New Jersy: John Wily & Sons.

18. Cozby, P. C. (2003). Methods in Behavioral Research; Boston: MC Graw Hill. 19. Breakwell, G. M., Hammond, S., Fife-Shaw, C., & Smith, J. A. (2006). Research

Methods in Psychology (3rd Ed.). London: Sage.

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20. Mertens, D. M. (1998). Research Methods in Education and Psychology: Intergrating Diversity with Quantitative and Qualitative Approaches. London, Sage.

21. Elmes, D. G., Kantowitz, B. H., & Roediger III, H. L. (2003). Research Methods in Psychology (7th Ed.). Australia: Thomson.

22. Mc Burnay, D. H., & White, T. L. (2004). Research Methods. Australia: Thomson. 23. Fischer, C. T. (Ed.) (2006). Qualitative Research Methods for Psychologists. Boston:

Academic Press. 24. Shaughnessy, J. J. Zchmeister, E.B. Zechmeister, J. S. (2006). Research Methods in

Psychology, NY: McGraw Hill. 25. Mertens, D. M. (1998). Research Methods in Education and Psychology: Integrating

Diversity with Qualitative and Qualitative Approaches. London: SAGE. 26. McBurney, D. H., & White, T. L. (2004). Research Methods. Australia: Thomson. 27. Gravetter, F. J. Forzano, L. B. (2003). Research Methods for the Behavioral Sciences.

Australia: Thomson. 28. Scale, C., Gobo, G., Gubrium, J. F., & Selverman, D. (Eds.) (2007). Qualitative

Research Practice. London: SAGE. 29. Flick, U. (2006). An Introduction to Qualitative Research. London: SAGE.

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Course name: Seminar in Theories of Psychology Course code: Py-604

Teacher Name : Rubina Hanif (Ph.D)

Course Description The course is aimed to instill knowledge of the basic assumptions, concepts and current research in major theories of Psychology. This course is seminar based and not a lecture based. Some introductory lectures will be delivered. The students are supposed to present seminars on assigned theories. The learning and critical evaluation skills will be developed through discussions and presentations.

Course Objectives By studying this course, students will be in a position to understand and then apply theories of psychology in any of the social setup and to design theory based research plan.

Distribution of Sessional Marks Sessional Test 10+15= 25 Writ-up (Theory) 7= marks Seminar 8= marks Research Proposal5+5 = marks (write- up + poster presentation)

Deadlines: Submission of write-up 10th March Submission of Research proposal 30th April Poster presentation 15th May


Tests Dates 1-2 What is theory?

Theory construction in psychology Characteristics of good theory Role of theory in research Introduction of significant theories in psychology:

Psychoanalytic, behavioral, humanistic, cognitive approaches

How to prepare a theory based research Proposal?

3-4 Play Theory of Mass Communication Cognitive Dissonance Theory Theory of Stress (Seley) Johari Window Model of Self Disclosure (Jospeh Luff & Harry Ingham) Triangular Theory of Love (Sternberg’s)

5 Sessional Test-1 6-11 Protection Motivation Theory

Choice Theory (William Glasser) Social Exchange Theory (Hopman) Self Determination Theory (Decci&Rayan)Trivers Theory Social Impact Theory (Bibb Latane)

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Social Penetration Theory Terror Management Theory (Jeff Greenberg) Theory of Planned Behavior Symbolic Interactionism Theory Cognitive Development Theory (Vygotsky) Moral Development Theory (Kohlberg)

12 Sessional Test-1 13-15 Leader member exchange Theory (Dansereau, Grean&Haga)

Attribution Theory (Fritz Heider) Maslow Motivation Theory Social Learning Theory (Bandura) Social Identity Theory Erikson’s Theory

16 Presentations of research proposal Reading Material Students will develop a list of books and internet resources accordingly.

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Course: Counseling Psychology (2016) Course: Py-606 Credit Hours: 3

Instructor: Dr. Rabia Muqtadir

Course Description There is a quietness that comes In the awareness of presenting names And recalling places In the history of persons Who come seeking help. Confusion and direction are a part of the process Where in trying to sort out tracks That parallels into life A person’s past is traveled. Counseling is a complex riddle Where the mind’s lines are joined With scrambling and precision To make sense out of nonsense, A tedious process Like piecing fragments of a puzzle together, Until a picture is formed Reprinted from “ In the midst of the puzzles and Counseling Journey” by S.T. Gladding 1978

Course Objectives The purpose of the course is to expose you to a variety of theoretical models underlying both individual and group practice in counseling. Specific objectives are: 1. To introduce you to counseling psychology as a field 2. To provide you with information about the therapeutic process and the practical elements of the counseling interaction. 3. To provide you with an opportunity to learn and practice listening and attending skills essential to the counseling process. 4. To challenge you to look at your own qualities that support and hinder your attempts at being therapeutic for others. 5. To expose you to a variety of ethical and professional issues in counseling and to guide you in developing a position on these issues. 6. To encourage your integration of theoretical and experiential learning in order to form your own personal model of the counseling process.


Quiz (2) 15+10 = 25

Assignment 10 Presentation 15

Terminal Exam 50


Tests Dates 1-3 1. Introduction to the Field of Counseling

What Counseling is? History of Counseling Psychology Trends in Counseling Psychology

3-4

2. The Counseling Profession Ethical and Legal Issues in Counseling Counseling and Culture Counseling with Diverse Population Supervision/Consultation & Counseling

Assignment (Reflection Paper 10 Marks)

5-8 3. Building & Working in Counseling Relationship Qualities of a Counselor The Process of Counseling

Quiz#1 (15Marks)

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Skills of Counseling The Counseling Session

9-14 4. Theories/Therapies in Counseling

Psychodynamic Approaches (Psychoanalytic and adlerian)

Experiential and Relationship Oriented Therapies (Existential, Person-centered and Gestalt)

Cognitive Behavioral Approaches (Behavior Therapy, Cognitive Behavior Therapy, Rational Emotive Behavior Therapy, Reality Therapy and Crisis Theories of Counseling

System and Post Modern Approaches (Feminist Therapy, Postmodern Approaches, Family System Theory)

Spirituality in Counseling, Islamic Counseling

Presentations (15 Marks)

15 5. Assessment & Diagnosis in Counseling

16 6. Integrative Approach to Counseling Quiz # 2 (10 Marks)

16 7. Counseling Services in Pakistan (Guest Lecture) Reading Material Corey, G. (2005). Theory and practice of counseling and psychotherapy (9th ed.)

Belmont, CA: Brooks/Cole. Gladding T. Samuelt ( 2014) Counseling: A Comprehensive Profession. Dorling Kindersley

(India) Pvt. Ltd McLeod, John (2009). An Introduction to Counselling (4th ed.). New York: McGraw

Hill. Welch D. Ira & Gonzales M. David (1999) The process of Counseling and Psychotherapy.

International Thompson Pub;ishing Inc. Canada Note: Confidentiality is important. As part of learning experience students might volunteer to share personal information during class discussions or demonstrations. It is very important to respect right to privacy. Because of the nature of the vulnerability, trust, and openness needed to learn about counseling, it is extremely important that confidentiality be maintained. It is expected that anyone who participates in a demonstration of either an individual session in this course will have his or her confidentiality respected. However, it is important to mention here that this course is not intended to serve as personal therapy, and as such, you are advised against sharing deeply personal information in the larger or smaller class discussions. Assignment Outline Topic: Key Ideas in Counseling (Developing a personal approach towards Counseling) Assignment Description: If you read between the lines of most counseling, psychotherapy, and personality textbooks, you will find that there is a set of core questions, related to the basic processes of counseling, which any theoretical model needs to be able to

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answer. Individually write an essay comprising of 500 words or less by addressing the following questions. (Please provide your answer accompanied by an explanation. These answers should eventually lead to conclusions about which theoretical ideas or concepts appear in your answers. For example, do these concepts all derive from a single theoretical model, or do your answers contain a mix of ideas? Which ones may be represented by your answers? Also donot restrict yourself to the mentioned questions alone and it is expected that these key ideas are well researched and are not plagiarized. Questions: In your opinion:

1. What are the causes of people's problems? 2. What is the best method for changing problematic human behavior, thoughts,

feelings, etc.? 3. What is the role of the therapist in relation to promoting client change? 4. What are the goals of therapy? 5. Which factor is more important in terms of making sense of clients' problems?

‐Cultural Factors (including social class, ethnicity, gender, etc.) ‐Cognitive Factors (the way a person thinks about things; the person's beliefs) ‐Emotion (how the person feels about things) ‐Biological/Genetic Factors

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Course: Use and Interpretation of Tests Course Code PY-622 Credit Hours: Three

Program: M.Phil/PhD Spring, 2016

Teacher: Dr. Shaista Waqar


Midterm 20 (40% of total marks) Assignment 10 Project 20

Terminal Exam: 50 Course Outline

Weeks Topics to be taught Assignment/

Tests Dates 1-5 Foundation of Tests and Assessment

‐ Psychological Test and Assessment ‐ Tools of Psychological Assessment ‐ Validity and Reliability Concept ‐ Test Construction ‐ Basic statistical concepts in testing and assessment ‐ Culture and Assessment ‐ Legal and ethical Consideration

Assignment due in 5thweek

6-8 Administration, Scoring and Interpretation of tests ‐ Preparation ‐ Test Administration ‐ Ending the test Session and Marking ‐ Testing people with disabilities and Troubleshooting ‐ Interpreting Scores ‐ Factors influencing interpretation

9 Test Manuals and Normative tables ‐ Norms and its Types ‐ Norms Tables ‐ Choosing Norms ‐ Drawing Profiles

Mid Term at the end of 9th week

10-11 Integrating Test Results ‐ Focus and domain of functioning ‐ Organization and integration of data ‐ Deal with disparities and Incidental findings

12 Reporting Test Results ‐ Form and Content/Framework for the report ‐ Writing Style

13-17 Selected Tests and Making their Profiles ‐ Assessment of Intellectual functioning ‐ Assessment of Aptitudes ‐ Assessment of Career development ‐ Assessment of Personality ‐ Assessment of Achievement/Educational ability

Project Presentations

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Course Activities/Assessment

Assignment on compiling a list of developed/translated psychological test in different domains at NIP and critical evaluation of the related methods used (Marks 10)

Midterm covering the first two modules (20 Marks) Selecting, Administering and Presenting Psychological Test Results (Marks 20)

Suggested Readings ‐ Psychological Testing: Anastasi and Urbina. ‐ Psychological Testing and Assessment: Cohen and Swerdlik ‐ Tests and Assessment: Walsh and Betz ‐ Psychometric Theory: Nunnally and Bernstein. New York: McGraw Hill. ‐ Measurement and Evaluation in Psychology and Education: Thorndike,

Cunningham and Hagen. Macmillan Publishing Company. ‐ Psychological Testing: Theresa J. B. Kline. Vistaar Publication. New Delhi. ‐ A handbook of Test Construction: Paul Kline

Related Web Activity/Resources ‐ www.ets.org ‐ www.edits.net ‐ http://teststandards.org

Journals ‐ Personnel Psychology ‐ Educational and Psychological Measurement ‐ Journal of Educational Measurement ‐ Journal of Personality Assessment

Documents

SCHEME OF STUDIES - nip.edu.pk · SCHEME OF STUDIES Spring, 2016 • Dr. Muhammad Ajmal National Institute of Psychology Centre of Excellence Quaid-i-Azam University Islamabad