CBCS SYllabus BA Programme Psychology PDF
CBCS SYllabus BA Programme Psychology PDF
CBCS SYllabus BA Programme Psychology PDF
(PROGRAMME) PSYCHOLOGY
CHOICE BASED CREDIT SYSTEM (CBCS)
DEPARTMENT OF PSYCHOLOGY
UNIVERSITY OF DELHI
DELHI-110007
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6.
Academic Year: Two consecutive (one odd + one even) semesters constitute one academic year.
Choice Based Credit System (CBCS): The CBCS provides choice for students to select from the
prescribed courses (core, elective or minor or soft skill courses).
Course: Usually referred to, as papers is a component of a programme. All courses need not carry the
same weight. The courses should define learning objectives and learning outcomes. A course may be
designed to comprise lectures/ tutorials/laboratory work/ field work/ outreach activities/ project work/
vocational training/viva/ seminars/ term papers/assignments/ presentations/ self-study etc. or a
combination of some of these.
Credit Based Semester System (CBCS): Under the CBCS, the requirement for awarding a degree or
diploma or certificate is prescribed in terms of number of credits to be completed by the students.
Credit Point: It is the product of grade point and number of credits for a course.
Credit: A unit by which the course work is measured. It determines the number of hours of instructions
required per week. One credit is equivalent to one hour of teaching (lecture or tutorial) or two hours of
practical work/field work per week.
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10.
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12.
13.
1. Core Course:-There may be a Core Course in every semester. This is the course which is to be compulsorily
studied by a student as a core requirement to complete the requirement of a programme in a said discipline of
study.
2. Elective Course:-Elective course is a course which can be chosen from a pool of papers. It may be:
An elective may be Generic Elective focusing on those courses which add generic proficiency to the
students. An elective may be Discipline centricor may be chosen from an unrelated discipline. It may be
called an Open Elective.
3. Foundation Course:The Foundation Courses may be of two kinds: Compulsory Foundation and Elective foundation. Compulsory
Foundation courses are the courses based upon the content that leads to Knowledge enhancement. They are
mandatory for all disciplines. Elective Foundation courses are value-based and are aimed at man-making
education.
6. Examination and Assessment
The HEIs are currently following various methods for examination and assessment suitable for the courses and
programmes as approved by their respective statutory bodies. In assessing the performance of the students in
examinations, the usual approach is to award marks based on the examinations conducted at various stages
(sessional, mid-term, end-semester etc.,) in a semester. Some of the HEIs convert these marks to letter grades
based on absolute or relative grading system and award the grades. There is a marked variation across the
colleges and universities in the number of grades, grade points, letter grades used, which creates difficulties in
comparing students across the institutions. The UGC recommends the following system to be implemented in
awarding the grades and CGPA under the credit based semester system.
6.1. Letter Grades and Grade Points:
i.
ii.
Two methods -relative grading or absolute grading have been in vogue for awarding grades in a course.
The relative grading is based on the distribution (usually normal distribution) of marks obtained by all
the students of the course and the grades are awarded based on a cut-off marks or percentile. Under the
absolute grading, the marks are converted to grades based on pre-determined class intervals. To
implement the following grading system, the colleges and universities can use any one of the above
methods.
The UGC recommends a 10-point grading system with the following letter grades as given below:
Table 1: Grades and Grade Points
Letter Grade
O (Outstanding)
A+(Excellent)
A(Very Good)
B+(Good)
B(Above Average)
C(Average)
P (Pass)
F(Fail)
Ab (Absent)
Grade Point
10
9
8
7
6
5
4
0
0
iii.
A student obtaining Grade F shall be considered failed and will be required to reappear in the
examination.
iv.
For non credit courses Satisfactory or Unsatisfactory shall be indicated instead of the letter grade and
this will not be counted for the computation of SGPA/CGPA.
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v.
The Universities can decide on the grade or percentage of marks required to pass in a course and also the
CGPA required to qualify for a degree taking into consideration the recommendations of the statutory
professional councils such as AICTE, MCI, BCI, NCTE etc.,
vi.
The statutory requirement for eligibility to enter as assistant professor in colleges and universities in the
disciplines of arts, science, commerce etc., is a minimum average mark of 50% and 55% in relevant
postgraduate degree respectively for reserved and general category. Hence, it is recommended that the
cut-off marks for grade B shall not be less than 50% and for grade B+, it should not be less than 55%
under the absolute grading system. Similarly cut-off marks shall be fixed for grade B and B+ based on
the recommendation of the statutory bodies (AICTE, NCTE etc.,) of the relevant disciplines.
In case of at least 50% of core courses offered in different programmes across the disciplines, the
assessment of the theoretical component towards the end of the semester should be undertaken by
external examiners from outside the university conducting examination, who may be appointed by the
competent authority. In such courses, the question papers will be set as well as assessed by external
examiners.
ii.
In case of the assessment of practical component of such core courses, the team of examiners should be
constituted on 50 50 % basis. i.e. half of the examiners in the team should be invited from outside the
university conducting examination.
iii.
In case of the assessment of project reports / thesis / dissertation etc. the work should be undertaken by
internal as well as external examiners.
7. Computation of SGPA and CGPA
The UGC recommends the following procedure to compute the Semester Grade Point Average (SGPA) and
Cumulative Grade Point Average (CGPA):
i)
The SGPA is the ratio of sum of the product of the number of credits with the grade points scored by a student
in all the courses taken by a student and the sum of the number of credits of all the courses undergone by a
student, i.e
SGPA (Si) = (Ci x Gi) / Ci
where Ci is the number of credits of the ith course and Gi is the grade point scored by the student in the ith
course.
ii)
The CGPA is also calculated in the same manner taking into account all the courses undergone by a
student over all the semesters of a programme, i.e.
CGPA = (Ci x Si) / Ci
where Si is the SGPA of the ith semester and Ci is the total number of credits in that semester.
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iii)
The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the transcripts.
Credit
Grade
letter
Grade
point
Credit Point
(Credit x Grade
Course 1
3 X 8 = 24
Course 2
B+
4 X 7 = 28
Course 3
3 X 6 = 18
Course 4
10
3 X 10 = 30
Course 5
3 X 5 = 15
Course 6
4 X 6 = 24
20
139
Semester 2
Semester 3
Semester 4
Credit : 20
Credit : 22
Credit : 25
Credit : 26
SGPA:6.9
SGPA:7.8
SGPA: 5.6
SGPA:6.0
Semester 5
Semester 6
Credit : 26
Credit : 25
SGPA:6.3
SGPA: 8.0
Transcript (Format): Based on the above recommendations on Letter grades, grade points and SGPA and
CCPA, the HEIs may issue the transcript for each semester and a consolidated transcript indicating the
performance in all semesters.
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B. A. (PROG.) PSYCHOLOGY
This course aims at enriching the minds of those students who have not been able to or intend to join the Honors
Courses. It aims to develop a holistic and multidimensional understanding of the topics. It attempts to approach
new areas of learning, develop competencies in the students thereby opening various avenues for self-discovery,
academic understanding and employment.
Pedagogy for teaching the B.A. (Prog.) Course
The teaching-learning of the programme would be organized through lectures, group discussions, experiential
exercises, projects, presentations, workshops, seminars and hands on experiences. Students would be encouraged
to develop an understanding of real life issues and participate in the programs and practices in the social context.
To this end, practicum is incorporated as an important component in most of the papers. Use of ICT and mass
media and web based sources is highly recommended to make the teaching-learning process interactive and
interesting.
Evaluation
The mode of evaluation would be through a combination of external and internal assessment in the ratio of 75:
25 respectively. Along with routine examinations, classroom participations, class assignments, project work, and
presentations would also be a part of the overall assessment of the students.
NOTES:
For Core papers, and DSE Theory: 3 classes+ 1 student presentation per paper per week
For AEEC courses: 2 theory classes +1 presentation per paper per week
For GE papers 2 classes + 1 tutorial per paper per week per group
Ability enhancement elective courses: Hands on training will be provided through skill based
learning.
ABILITY
ENHANCEMENT
COMPULSORY
COURSE (AECC) (2)
English/ MIL-1
(English/MIL
Communication)/
Environmental
Science
DSC-PSY-1A:
Foundations of Psychology
(Theory + Practical)
ABILITY
ENHANCEMENT
ELECTIVE
COURSE (AEEC)
(2)
Discipline Specific
Elective DSE (4)
Generic
Elective
(GE) (4)
DSE-1 A
GE-1
DSC-2A
II
MIL/English-1
DSC-PSY-1B:
Introduction to Social
Psychology
(Theory + Tutorial)
Environmental Science/
(English/MIL
Communication)
DSC-2B
III
English/ MIL-2
AEEC-1
DSC-PSY-1C:
Understanding
Psychological
Distress and Well-being
(Theory+ Tutorial)
DSC-2C
IV
MIL/English-2
AEEC-2
DSC-PSY-1D:
Statistical Methods and
Psychological Research
(Theory + Practical)
DSC-2D
V
AEEC-3
DSE-2 A
VI
AEEC-4
DSE-1 B
DSE-2 B
GE-2
CORE COURSES
SEMESTER-I
DSC-PSY-1A: FOUNDATIONS OF PSYCHOLOGY
Objectives: To understand the basic psychological processes and their applications in everyday life.
Unit 1: Introduction:
Psychology: as a science ,perspectives, origin and development of psychology, psychology in India,
methods; experimental and case study.
Unit 2: Cognitive processes:
Perception: nature of perception, laws of perceptual organization, learning-conditioning, observational learning
memory-processes, information processing model, techniques for improving memory.
Unit 3: Motivation and Emotion:
Motives: biogenic and sociogenic
Emotions: nature of emotions, key emotions
Unit 4: Personality and Intelligence:
Personality: nature and theories
Intelligence: nature and theories
Practicum: Two experiments to be done on any two topics from the syllabus
Readings:
Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.
Chadha, N.K. & Seth, S. (2014). The Psychological Realm: An Introduction. Pinnacle Learning, New Delhi.
Ciccarelli , S. K & Meyer, G.E (2008). Psychology (South Asian Edition). New Delhi: Pearson
Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) New Delhi : Tata Mc Graw Hill.
Glassman,W.E.(2000).Approaches to Psychology(3rd Ed.) Buckingham: Open University Press.
Passer, M.W., Smith, R.E., Holt, N. and Bremner, A.(2008). Psychology: The Science of Minand Behaviour.
McGraw-Hill Education.UK.
SEMESTER II
DSC-PSY-1 B: INTRODUCTION TO SOCIAL PSYCHOLOGY
Objective: to understand the basics of social psychology and to understand the individual in the social world.
Unit 1: Introduction:
Brief history of social psychology (special emphasis on India), Scope of social psychology, levels of
social behavior, approaches towards understanding social behavior
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SEMESTER-III
DSC-PSY-1C: UNDERSTANDING PSYCHOLOGICAL DISTRESS AND WELL BEING
Objective: To introduce the concepts of psychological distress and abnormality and to understand how to
achieve well-being.
Unit 1: Basic Concepts:
Psychological distress, abnormality and psychological well-being
Unit 2: Theoretical perspectives:
Biological, familial, cultural, behavioral, cognitive and psychodynamic.
Unit 3: Clinical states:
Anxiety disorders-Obsessive compulsive disorder, mood disorders-Unipolar, Bipolar, and schizophrenia:
Disorganized, Paranoid and Catatonic.
Unit 4: Dealing with psychological distress:
Coping strategies, personal growth and well-being
Readings:
Carson, R.C., Butcher, J.N., Mineka,S.& Hooley, J.M. (2008). Abnormal Psychology.
New Delhi: Pearson.
Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK: Routledge.
Frude, N. (1998). Understanding abnormal psychology. Oxford: Blackwell Publishers.
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SEMESTER IV
DSC-PSY-1D: STATISTICAL METHODS AND PSYCHOLOGICAL RESEARCH
Objective: To introduce basic statistical methods, psychological testing and qualitative methods and their uses.
Unit 1: Introduction: Scales of measurement, graphical representation of data
Unit 2: Data analysis: Measures of central tendency: Mean, median, mode (properties and computation).
Standard deviation: properties and computation. Correlation: Pearson method, properties of Normal Probability
Curve (NPC).
Unit 3: Psychological Testing: Introduction to psychological testing, characteristics of test, Reliability,
Validity, Norms, types of tests.
Unit 4: Qualitative methods: Interview, observation, case study
Practicum: Two practicum to be done: 1 test and one practical based on unit 4.
Readings:
Garrett, H.E. & Woodworth, R.S. (1987). Statistics in Psychology and Education.Mumbai: Vakils, Feffer &
Simons Pvt. Ltd.
Gregory, R.J. (2006). Psychological Testing: History, Principles, and Applications (4th Ed.). New Delhi: Pearson
Education.
King, B.M. & Minium, E.W, (2007). Statistical Reasoning in the behavioral Sciences USA: John Wiley & Sons.
Kerlinger, F.N. & Lee, H.B. (1999). Foundations of Behavioural Research. Wadsworth-Thomson Learning
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Readings:
Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall. Feldman, R.S. & Babu, N.
(2011). Discovering the life-span. New-Delhi: Pearson.
Santrock, J.W. (2012). A topical approach to life-span development. New-Delhi:Tata McGraw-Hill.
Practicum: Students are required to carry out any 2 practical based on the syllabus.
Readings:
Aguilera, D.C. (1998). Crisis Intervention: Theory and Methodology (8thEd.) Philadelphia: Mosby.
Corey, G. (2009) Counselling and Psychotherapy; Theory and Practice. (7th Ed.) New Delhi: Cengage
Learning.
Gladding, S. T. (2012). Counselling: A Comprehensive Profession. (7th Ed) New Delhi. Pearson.
Rao, K. (2010). Psychological Interventions: From Theory to Practice. In G. Misra (Ed): Psychology in India.
Volume 3: Clinical and Health Psychology. New Delhi. ICSSR/ Pearson
Rao, S.N. & Sahajpal, P. (2013) Counselling and Guidance. New Delhi: Tata McGraw Hill. Seligman,L.&
Reichenberg ,L.W.(2010). Theories of Counseling and Psychotherapy: Systems, Strategies, and Skills. 3rd Ed.
Indian reprint: Pearson.
Sharf, R. S. (2012). Theories of Psychotherapy & Counselling: Concepts and Cases (5th Ed). Brooks/ Cole
Cengage Learning.
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Unit 1: Introduction: Basic concepts of decision making, Importance of making good decisions, self-efficacy.
Unit 2: Making effective decisions: Decisions regarding career, Decision making in interpersonal context,
Decision making at the workplace
Readings:
Adler, R.B & Proctor, R.F (2009). Communication Goals and Approaches. Wadsworth cengage Learning,
India
Chadha, N.K. & Bhatia, H. (2014). Career Development-different voices, different choices. The Readers
Paradise: New Delhi.
Sherfield, R.M., Montgomery, R.J., & Moody, P.G. (2009). Developing soft skills. Pearson Education,
India.
AEEC-PSY-P-04: PSYCHOLOGY IN EDUCATION
Objective: To understand how the principles of psychology can be applied to the area of education.
Unit I: Introduction to Educational Psychology: Nature, scope & relevance of Educational Psychology,
Theoretical Perspectives in Educational Psychology
Unit 2: Effective Teaching and Classroom Management
a. Characteristics of Effective Teachers
b. Teaching Methods
c. Classroom Management
d. Responsibilities of Teachers towards learners with Special Needs
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Readings:
Lahey R.B. Graham J. E., (2000) An Introduction to Educational Psychology, 6th Ed., Tata McGraw Hill
Publishers, New Delhi.
Santrock John W. (2010) Educational Psychology, Inwin Professional Publishers, Delhi.
Woolfolk Anita (2004) Educational Psychology, 9th Edition, Alyyn and Bacon, Boston.
Woolfolk Anita & Woolfolk Hoy Anita (2008) Educational Psychology, Pearson, New Delhi.
AEEC-PSY-P-05: MANAGING HUMAN RESOURCES
Objective: To understand the main concepts related to human resource management and learn related
techniques.
Unit 1: Introduction: Human resource management, Human resource development, Strategic Human Resource
Management, International Human Resource Management.
Unit 2: Human resource practices: Job analysis, Selection, training, performance evaluation.
Readings:
Aamodt, M.G. (2001) Industrial/ Organizational Psychology. Thompson Wadsworth, a division of Thompson
learning Inc.
Chadha, N.K. (2005). Human Resource Management-Issues, case studies and experiential exercises.3rd edition.
New Delhi: Sai Printographers.
DeCenzo, D.A.& Robbins, S.P.(2006). Fundamentals of human resource management. (8th Ed). NY: Wiley.
Harzing, A-W.K. and Pennington, A. (2011). International human resource management. New Delhi: Sage
publications.
Muchinsky, P.M. (2006) Psychology applied to work: An Introduction to Industrial and Organizational
Psychology. NC : Hypergraphic press
AEEC-PSY-P-06: APPLICATIONS OF SOCIAL PSYCHOLOGY
Objective: To apply the principles of social psychology to understand and deal with social issues.
Unit 1: Introduction: Importance of application of social psychological knowledge, developing interventions,
impact analysis, case studies in the Indian context
Unit 2: Applications of social psychology: diversity, health, environment, population, law, work.
Readings:
Kloos, B., Hill, j., Thomas, E., Wandersman, Elias, M. J., & Dalton, J.H. (2012). Community psychology:
Linking individuals and communities. Wadsworth, Cengage.
Schneider, F.W., Gruman, A., Coults, L .M. (Eds.). (2012). Applied social psychology: Understanding and
addressing social and practical problems. New Delhi: Sage publications.
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