OBJECTIVES:
Social Justice
Social justice includes a vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. Social justice activism involves persons who have a sense of their own power as well as a sense of social responsibility toward and with others and the society as a whole. Social justice in educational psychology includes an awareness by faculty and students of the multiple and systemic factors (e.g., demographic—age, race, socioeconomic status; interpersonal—teacher-student relationships; contextual—family, cultural hegemony, racism, sexism) that influence individuals’ cognition, affect, and behavior and the environmental contexts in which people live. Social justice in educational psychology also embraces research and teaching that emphasize just and unbiased treatment of all human beings.
Working toward a socially just educational psychology involves careful examination of the interplay between environmental (e.g., social, historical, cultural, political), personal (e.g., belief, perception, cognition, affect), and behavioral (e.g., social, academic, interpersonal, intrapersonal, self-regulatory, career-related, health) factors as they pertain to the functioning of all education stakeholders, students and teachers in particular. Therefore, a commitment to social justice in educational psychology requires sensitivity to and respect for diversity of thought and action throughout the content of educational psychology coursework and research and among members of the local and global community.
There are many ways in which we believe an educational psychologist can be an advocate for social justice. Educational psychologists who promote social justice will
- Promote equity and justice for all human beings
- Identify who they are as beings in this world and how their unique experiences have shaped their current worldviews about people different from themselves
- Inform multiple communities of learners about educational practices that facilitate and undermine the opportunities of all students to achieve academic, physical, and psychological well-being
- Question whether existing theoretical models are appropriate for all groups of learners
- Increase their own and others’ awareness of the micro-, meso-, and macro-level contextual factors affecting the lives of students, teachers, administrators, parents, and community members
- Explore alternative explanations of student performance (and relevant factors)
- Conduct research that directly or indirectly informs socially-just educational practices
- Provide education practitioners and stakeholders with resources to address social justice issues
- Promote difficult dialogues within educational settings that advance critical thinking about a variety of social justice issues
M.PHIL
(CLINICAL PSYCHOLOGY)
Guidelines
&
Syllabus
Rehabilitation Council of India
New Delhi
M.Phil in Clinical Psychology
INTRODUCTION
Mental health problems ranging from mild to severe are continuously on the rise. To cater to the
needs of people suffering from a variety of psychological ailments, trained mental health
professionals are needed. Clinical Psychology, which was largely an academic discipline earlier,
has become one of the major professions in the area of mental health care.
Clinical Psychologists apply knowledge and methods from various fields of biopsychosocial
sciences for promotion and maintenance of mental health of individuals. Varieties of techniques,
methods derived from several branches of psychology are used in prevention, diagnosis, treatment
and rehabilitation of physical and mental disorders where psychological factors play a major role.
Different methods and forms of psychological methods and techniques are used to relieve an
individual's emotional distress or any other form of dysfunction or disability. Thus, Clinical
Psychologists now play an important role for optimizing health care delivery system.
As of now, Clinical Psychologists are trained only at three well recognised centers in the country.
There is an acute need to train more professional clinical psychologists in order to meet the
increasing demands in the new area. A report on Manpower Development of the Council based
on recommendations of National Conference on Manpower Development specifies the number of
Clinical Psychologists to be trained to cope with the rising demand as 100 and 200 per year in the
9th and 10th five-year Plan, respectively. Today, hardly 20 Clinical Psychologists are being
produced every year in the country.
Thus, there is an urgent need to train more professional Clinical Psychologists to face the growing
demands in the new millennium. The Council hopes that the following guidelines will help
intending institutions to start M.Phil Clinical Psychology training program to strengthen their
resource base in terms of infrastructure and personnel for providing a cohesive, meaningful
programme, so that the trainees after successful completion of their M.Phil in Clinical Psychology
course shall be able to discharge their responsibilities competently as clinicians, teacher/trainers,
scientists and research workers in the field of mental health.
2.0 AIM & OBJECTIVES OF M.PHIL CLINICAL PSYCHOLOGY COURSE
2.1 Aim
The aim of the course is to prepare the student to function as a qualified professional Clinical
Psychologist in the area of Mental Health by offering diagnostic, therapeutic and rehabilitative
services.
2.2 Objectives
The course is organized as a rigorous two-year program with extensive theoretical inputs and
adequate clinical experience and skill to provide training in the area of Clinical Psychology. On
completion of the course, the student/trainee is expected to perform the following functions:
2.2.1 Diagnose mental health problems.
1
2.2.2 Undertake therapeutic programs to treat/manage mental health problems.
2.2.3 Apply psychological principles and techniques in rehabilitating persons with mental health
problems and disabilities.
2.2.4 Work with the psychosocial dimensions of physical diseases and illness behavior, and
formulate/undertake well-targeted psychosocial interventions.
2.2.5 Undertake research in the areas of clinical psychology, mental health/illness and in areas
of physical health/diseases.
2.2.6 Undertake teaching assignments in Clinical Psychology.
3.0 REQUIRMENTS TO START M.PHIL CLINIAL PSYCHOLOGY COURSE
3.1.1 There shall be an independent Department of Clinical Psychology in the
Institute/University.
3.1.2 There shall be at least two permanent clinical psychology faculty in the department and
out of which one should have at least seven years of experience (post-qualification) of
M.Phil in Clinical Psychology in clinical teaching/research.
3.1.3 Sufficient clinical material/facilities should be available to meet the requirements outlined
in the syllabus.
3.1.4 Adequate infrastructure for availability of indoor or outdoor patients in mental
hospitals/psychiatric institutes, other mental health institutes, child guidance centres, other
recognised centres for treating mental illness, mental retardation and other rehabilitation
institutes should be available to carry out professional activities like psychodiagnostic
work ups, psychotherapies, behavior therapies, rehabilitation services etc.
3.1.5 Active liaison with departments like Psychiatry, Neurology, Neurosurgery, Paediatrics,
Psychiatric Social Work, Statistics and other specialties should be existing currently.
Facilities to post students for supervised training to other institutes depending upon the
needs and resources should be existing.
3.1.6 Adequate library facilities with textbooks, reference books, important national and
international journals, access to Internet should be available.
4.0 REGULATIONS OF THE COURSE
4.1 Number of Seats
Since this is a fulltime clinical training course, the number of students offered training will
depend on the availability of faculty members and qualified clinical psychologists working in the
department on permanent status, and the clinical infrastructure/facilities available at the concerned
institute. In order to make the training effective, therefore, the intake of the students in an
academic year shall not exceed the following ratio.
Faculty (permanent) - Student ratio 1:4
Clinical Psychologist (permanent, non-faculty) - Student ratio 1:2
2
4.2 Entry requirement
Minimum educational requirement for admission to this course will be M.A./M.Sc. degree in
Psychology from a University recognized by the UGC with a minimum of 55% marks in
aggregate, preferably with special paper in Clinical Psychology. For SC/ST/OBC category,
minimum of 50% marks in aggregate is essential. Candidates with M.A. / M.Sc. Degree by
correspondence course, part-time course or by distance education are not eligible.
4.3 Admission Procedure
A selection committee that includes Head of the Department of Clinical Psychology shall make
admission on the basis of an entrance examination, consisting of a written test and an interview.
4.4 Duration
This is a full time clinical training course providing opportunities for appropriate practicum and
apprenticeship experiences for 2 academic years, divided as Part I and II.
4.5 Attendance
a) Course of study must, unless special exemption is obtained, continuously be pursued. Any
interruption in a student's attendance during the course of study, due to illness or other
extraordinary circumstances, must be notified to the Head of the Institution and
permission should be obtained.
b) A minimum attendance of 80% (in the academic term) shall be necessary for
taking the respective examination.
4.6 Content of the Course (See section 5.0 for subject wise syllabus of Part I & II)
I Year (Part I)
Group “A”
Paper I : Psychosocial Foundation of Behavior
Paper II : Statistics and Research Methodology
Paper III : Psychiatry
Practical : Practical in Psychodiagnostics including Viva Voce
Group “B”
Submission : Submission of five full length Psychodiagnostic records
(out of five, one should be child case)
3
II Year (Part II)
Group “A”
Paper I : Biological Foundations of Behavior
Paper II : Psychotherapy and Counseling
Paper III : Behavioral Medicine
Practical : Practical in Clinical Application of Psychology including Viva
Voce
Group “B”
Submission : Submission of five fully worked out Therapeutic case records
(out of five, one should be child therapy record)
Group “C”
Dissertation : A Dissertation under the guidance of a Clinical Psychology
Faculty
4.7 Minimum prescribed clinical work during the two year of training.
By the end
I Year of II Year *
___________________________
1) Detailed case histories 30 50
2) Clinical Interviews 20 40
3) Full length Psychodaignostics 20 35
4) Therapeutics
i) Behavioral Interventions 100 hr.
ii) Psychological Therapies 100 hr.
Therapy work should be not less than 25 hr. of work in each of the following areas:
a) Therapies with children
b) Individual therapies with adults
c) Family/marital/group therapy
d) Psychological and/or neuropsychological rehabilitation
* Includes the work done in I year
4
4.8 Requirement/Submission
a) Before appearing Part I examination the candidate has to attain competence in the coretests
prescribed and a certificate from the Head of the Department to this effect should
accompany the application for Part I of the examination.
b) The application for appearing at the Part I and II of the examination should be
accompanied by a certificate issued by the Head of the Department that the candidate has
undergone the course of study and has carried out the clinical work and research
assignments as prescribed in the syllabus.
c) Two months before the Part I examination every candidate should submit 5 full
length Psychodiagnostic reports.
d) Three months before the Part II examination every candidate should submit 5 Therapeutic
case records.
e) A dissertation carried out under the guidance of a clinical psychology faculty should be
completed and submitted two months before the Part II examination, in triplicate.
4.9 Internal Assessment
In each subject 30% marks will be determined based on written/clinical exams, viva-voce and
supervised clinical work. These marks will be added to the marks allocated to the respective
subjects in the yearly final examinations. The results of the final examinations will be declared on
the basis of the total so obtained. The guidelines for allotting the internal marks may be prepared
by the institution concerned.
4.10 Examination
a) The examination will be held in two parts (Part I and II). Part I is held at the end of first
year and Part II is held at the end of second year. The student will not be allowed to take
the Part II examination unless he/she has passed the Part I examination.
b) A candidate who has not appeared or failed in Part I of the regular examination may be
allowed to continue the course for the II year and be allowed to take the supplementary
examination.
c) A minimum period of 3 months additional attendance shall be necessary for a candidate
before appearing for the examination in case he fails to clear Part I and/or Part II within a
period of 3 years from the year of admission to the course.
4.11 Examination Fee
The prescribed examination fee as laid down from time to time by the concerned Institution to
appear for Part I and Part II of the examination should be paid as per the concerned university
regulations.
4.12 Scheme of Examination
5
I Year (Part - I)
Marks
________________________________
Final Internal
Papers Title Duration Examination Assessment Total
(Maximum) (Maximum)
________________________________________________________________________
Group “A”
Paper I: Psychosocial 3 hr. 70 30 100
Foundations of
Behavior
Paper II: Statistics and 3 hr. 70 30 100
Research
Methodology
Paper III:Psychiatry 3 hr. 70 30 100
Practical/Clinical & Viva Voce in 70 30 100
Psychodiagnostics
Group “B”
Submission of 5 cases of full length
Psychodiagnostics 100 100
______
500
______
6
II Year (Part - II)
Marks
________________________________
Final Internal
Papers Title Duration Examination Assessment Total
(Maximum) (Maximum)
______________________________________________________________________
Group “A”
Paper I: Biological 3 hr. 70 30 100
Foundations of
Behavior
Paper II: Psychotherapy 3 hr. 70 30 100
and Counseling
Paper III:Behavioral 3 hr. 70 30 100
Medicine
Practical/Clinical & Viva Voce in 140 60 200
Clinical Applications of Psychology
Group “B”
Submission of 5 fully worked out 100 100
Therapeutic Case Records
Group “C”
Dissertation 70 30 100
_____
700
_____
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4.13 Board of Examination
A board consisting of 4 examiners of which 2 shall be external will conduct the examination.
Other examiners, external or internal appointed for this purpose, will assist the board. The
Chairman of the board of examiners will be the Head of the Department of Clinical Psychology
who will also be an internal examiner.
Two examiners, one internal and one external, shall evaluate each theory paper and dissertation.
Two examiners, of whom one shall be external, will conduct the practical/clinical and vivo-voce
examination.
4.14 Minimum for Pass
a) No candidate shall be declared to have passed in either of the two parts of the M.Phil
examination unless he/she obtains not less than 50% of the marks in:
i. Each of the theory paper
ii. Each of the practical/clinical and viva-voce examination
iii. Each of the submissions
iv. The dissertation (in case of part II only)
a) A candidate who obtains 75% and above marks in the aggregate of both the parts shall be
declared to have passed with distinction. A candidate who secures between 60 and 75% of
marks in the aggregate of both the parts shall be declared to have passed M.Phil degree in I
Class. The other successful candidates as per the class (a) of the above shall be declared to
have passed M.Phil degree in II Class. If a candidate fails to pursue the course on a continuous
basis, or fails or absent himself/herself from appearing any of the university theory and
practical exams of Part I and II, the class shall not be awarded. The merit class
(Distinction/First Class) is awarded to those candidates who pass both Part I and II
examinations in first attempt.
b) No candidate shall be permitted to appear either of Part I or II examination more than three
times.
4.15 Appearance for each examination
a) A candidate shall appear for all the Group of Part I and Part II examination when
appearing for the first time.
b) A candidate in Part I and II, failing in any of the “Group-A” subjects has to appear again
in all the “Group-A” subjects.
c) A candidate in Part I, failing in “Group-B” has to resubmit 5 full length Psychodiagnostic
case records.
d) A candidate in Part II, failing in “Group-B” has to resubmit 5 fully worked out
Psychotherapeutic case records.
e) A candidate in Part II, failing in “Group-C”, has to reappear/resubmit the dissertation as
asked for/outlined by the examiners.
5.0 SUBJECT WISE SYLLABUS OF PART I AND II
(As enclosed)
8
M.PHIL IN CLINICAL PSYCHOLOGY
Syllabus - I Year (Part I)
Paper I : PSYCHOSOCIAL FOUNDATIONS OF BEHAVIOR PATHOLOGY & ITS
RELATION TO CLINICAL PSYCHOLOGY
_____________________________________________________________________
Part - A
Unit I: Mental Health and Illness: Concept of positive mental health; psychological well
being; mental health and illness; attitude towards mental illness; epidemiological
studies and socio-demographic correlates of mental illness in India.
Unit II: Clinical Psychology & Mental Health: History of Clinical Psychology and its role
in understanding and alleviation of mental illness, promotion of mental health and
rehabilitation of the mentally ill or handicapped; training of Clinical Psychologists
and issues concerning scientist professional model; role and function of Clinical
Psychologists in community mental health/rehabilitation programme, in mental
hospitals/psychiatric institutions, NGO set-up; broader perspective of clinical
psychology to help minorities, the social disadvantaged, women in special
condition.
Unit III: Psychosocial aspects of mental health and illness: The role of self-concept, selfimage
and self-perception in the development of behavior; attribution theory;
social skill and interpersonal models of mental health/illness.
Unit IV: Social Pathology: Crime and delinquency, suicide, addictive behavior, social
aggression with special reference to Indian context.
Unit V: Culture, Mental Illness and Role of Family : Social class; social change; culture
shock; migration, religion and gender related issues with special reference to India;
role of family in mental health and illness; communication problems and emotional
adaptation/ maladaptation in family set-up; stress-burden/mental illness among
care-givers in the family; expressed emotions and relapse.
Unit VI: Disability and Rehabilitation: Psychosocial aspects of disability and rehabilitation
in Indian context; the role of family and society in the education, training and
rehabilitation of disabled.
Unit VII: Ancient Indian thought: Ancient Indian concept of cognition, emotion, personality,
motivation and their disorders; social identity and stratification (including
Varnashram Vyawastha).
Part – B (Psychopathology)
Unit VIII: Introduction to psychopathology: Etiology of mental disorders - psychosocial
models.
Unit IX: Psychopathology of Neurotic, Stress-related and Somatoform Disorders: Anxiety
disorders; Dissociative (conversion) disorders; Obsessive compulsive disorder;
9
Phobic anxiety disorders; Somatoform disorders, Adjustment disorders and
Behavioral syndromes associated with Psychophysiological disturbances.
Unit X: Psychopathology of Psychotic Disorders: Schizophrenia; delusional disorders;
mood (affective) disorders, and other psychotic disorders.
Unit XI: Psychopathology of Personality and Behavior Disorders: Specific personality
disorders; Habit and impulse disorders; Mental and behavioral disorders due to
psychoactive substance use; Sexual dysfunctions and disorders; Psychoactive
substance use disorders.
Unit XII: Psychopathology of Old Age: Process of aging; stress & coping; psychological
disorders in old age; research and current trends in this field.
Unit XIII: Psychopathology of Childhood and Adolescence Disorders: Psychopathology of
emotional, behavioral and developmental disorders of childhood and adolescence.
Paper – II : STATISTICS AND RESEARCH METHODOLOGY
____________________________________________________________________________
Unit I: Various methods to ascertain knowledge, Scientific method and its features; levels
of measurement of psychological variables - nominal, ordinal, interval and ratio
scales.
Problems in measurement in behavioral sciences. Constructing rating scales and
attitude scales. Internal consistency of the items and Cronbach alpha coefficient.
Reliability, Validity and their estimation.
Sampling - Random and non-random samples. Various methods of sampling -
Simple random, stratified, systematic, cluster and multistage sampling. Sampling
and non-sampling errors and methods of minimizing these errors.
Concept of probability; Probability distribution - Normal, Poisson, Binomial.
Descriptive statistics - Central tendency, dispersion, skewness and kurtosis. Simple
linear regression and correlation.
Unit II: Basics of testing of hypothesis: Null hypothesis, alternate hypothesis, type I and
type II errors, level of significance, power of the test, p-value. Concept of standard
error and confidence interval.
Tests of significance - "t" test, normal test and "F" test.
Non-parametric statistics - requirement of non-parametric statistics, MannWhitney
U-test, Wilcoxon test, Spearman's rank correlation coefficient.
Unit III: Experimental design: Randomization, Replication, Completely randomized design,
Randomized block design, factorial design, crossover design. One-way and Twoway
analysis of variance, analysis of covariance, repeated measures analysis of
variance.
10
Unit IV: Epidemiological studies: Prospective and retrospective studies, case control and
cohort studies, rates, sensitivity, specificity, predictive values, Kappa statistics,
odds ratio, relative risk, population attributable risk, Mantel Haenzel test,
prevalence, and incidence. Age specific, disease specific and adjusted rates,
standardization of rates. Tests of association, 2 x 2 and row x column contingency
tables.
Unit V: Multivariate analysis: Introduction, Multiple regression and correlation, logistic
regression, factor analysis, cluster analysis, discriminant function analysis, path
analysis, MANOVA, Canonical correlation, and Multidimensional scaling.
Unit VI: Life table techniques, survival analysis: Kaplan-Meir product limit estimates,
survival curves, comparison of survival curves, Cox proportional hazard model.
Unit VII: Sample size estimation: Sample size determination for estimation of mean,
estimation of proportion, comparing two means and comparing two proportions.
Unit VIII: Qualitative analysis of data: Content analysis, qualitative methods of psychosocial
research.
Unit IX: Use of computers: Use of relevant statistical package in the field of behavioral
science and their limitations.
Paper - III: PSYCHIATRY
________________________________________________________________
Unit I: Nomenclature: Introduction to classificatory systems currently in use and their
limitations.
Unit II: Psychoses: Schizophrenia, affective (mood) disorders, delusional disorders and
other forms of psychotic disorders – types, clinical features, etiology and
management.
Unit III: Neurotic, Stress-related and Somatoform disorders: types, clinical features,
etiology and management.
Unit IV: Disorders of personality and behavior: Specific Personality disorders, Mental &
behavioral disorders due to psychoactive substance use, Habit and impulse
disorders, Sexual disorders and dysfunctions.
Unit V: Organic mental disorders: types, clinical features, etiology and management.
Unit VI: Behavioral, emotional and developmental disorders of childhood and adolescence:
types, clinical features, etiology and management.
Unit VII: Mental Retardation: Classification, etiology and management/ rehabilitation.
Unit VIII: Treatment and Management of Mental Disorders: Drug, ECT, psychosurgery,
psychotherapy, behavior therapy, preventive and rehabilitative strategies.
11
Unit VIX: Mental health policies and legislation: Mental Health Act of 1987, National Mental
Health Program 1982, the persons with disabilities (equal opportunities, protection
of rights and full participation) Act 1995; Rehabilitation Council of India (RCI)
Act of 1993, National Trust for Mental Retardation, CP and Autistic Children
1999, Juvenile Justice Act of 1986. Forensic issues related to mental disorders.
Practical - PSYCHODIAGNOSTICS (I Year)
________________________________________________________________
(Standardized vernacular version of tests/scales, if available, may be added in the following
sections.)
Unit I: Introduction: Case History Taking; Mental State Examination, Rationales of
Psychological Testing, Observations, Response recording, Syntheses of
information from different sources, Formats of report writing.
Unit II: Tests of Cognitive Functions: Bender Gestalt test, Wechsler Memory Scale; PGI
Memory Scale, Bhatia's Battery of Performance Tests of Intelligence; Binet-Kamat
test of Intelligence; Raven's progressive Matrices (Standard and Advanced);
Wechsler Adult Intelligence Scale - Indian Adaptation (WAPIS -
Ramalingaswamy's), WAIS-R.
Unit III: Tests for Diagnostic Clarification: A) Tests of thought disorders. Color form
sorting test, Object Sorting Test, Proverbs Test, Arithmetic Test B) Minnesota
Multiphasic Personality Inventory (MMPI); Multiphasic Questionnaire (MPQ),
Clinical Analysis Questionnaire C) Screening Instruments such as GHQ, HADS
etc. to detect Psychopathology.
Unit IV: Tests for Adjustment and Personality Assessment:
A) Questionnaires and Inventories - 16 Personality Factor Questionnaire (16 PF),
Eyesenk's personality Inventory (EPI), Eysenck's Personality Questionnaire (EPQ),
Rottor's Locus of Control Scale (LOC); Bell's Adjustment Inventory
(Students' and Adults') Subjective well-being questionnaires B) Projective
Technique/Tests - Sentence Completion Test (SCT); Picture Frustration Test (Udai
Pareek's ); Draw-A-Person Test; TAT - Murray's and Uma Chowdhary's;
Rorschach Psychodiagnostic.
Unit V: Rating Scales: Self-rated and observer-rated scales of different clinical conditions
such as anxiety, depression, mania, OCD, phobia, panic disorder etc. (including
Leyton's obsessional inventory, Y-BOCS, BDI, STAI, HADS, HARS, SANS,
SAPS, PANSS, BPRS), issues related to clinical applications and new
developments.
Unit VI: Psychological Assessment of Children: A) Introduction, B) Developmental
Psychopathology Check List, CBCL, C) Administration, Scoring and interpretation
of Tests of Intelligence Scale for children such as SFB, C-RPM, Malin's WISC,
Binet's tests, and Developmental Schedules (Gesell's, Illingworth's and other)
Vineland Social Maturity Scale, AMD adaptation scale for Mental Retardation,
BASIC-MR etc. D) Tests of Scholastic Abilities. NIMHANS Index for Specific
12
Learning Disabilities - Tests of Attention, Reading, Writing, Arithmetic, Visuomotor
Gestalt, and Integration, E) Projective Techniques, Raven's Controlled
projection Test, Draw-A-Person Test, Children's Apperception Test.
Unit VII: Tests for People with Disabilities: WAIS-R, WISC-R (for visual handicapped),
Blind Learning Aptitude Test, Kauffman's Assessment Battery and such other
tests/scales for physically handicapped individuals.
13
Syllabus - II Year (Part II)
Paper - I: BIOLOGICAL FOUNDATIONS OF BEHAVIOR
____________________________________________________________
Part – A (Anatomy, Physiology and Biochemistry of CNS)
Unit - I: Anatomy of the Brain: Major anatomical sub-divisions of the human brain, the
surface anatomy and interior structures of cortical and sub-cortical regions.
Anatomical connectivity among the various regions. The blood supply to brain and
the CSF system, cytoarchitecture and modular organization in the brain.
Unit - II: Neuronal Signaling: The membrane property and ion channels of neurons for
electrical signaling, action potential, the role of synapses and neurotransmitters in
inter neuronal communication. Recording the nerve action potential (practical
demonstration).
Unit - III: Biochemistry of Central Nervous System: Biochemical constituents of Brain;
Brain function and importance of Glucose; Metabolic aspects of Central Nervous
System; Biochemical aspects of Metabolic defects.
Unit - IV: Neural Transmission: Neurotransmitters and Neuromodulators including
Neuropeptides; Pharmacochemical aspects of Neurotransmitters; Neurotransmitter
dysfunction in behavioral disorders.
Unit - V: Neuroendocrine System: Endocrine System and Neuroimmune System;
Hormones & Functions; Disturbances in Endocrine System and Behavioral
Disorders; Psychoneuroimmunology
Unit - VI: Concept of Inheritance: Structure and Function of Chromosomes; Genetics aspects
of major psychoses; Genetic abnormalities in Mental Retardation; Genetic
Counseling.
Unit - VII: Neurobiology of Sensory and Motor Systems: The organization of sensory system
in terms of receptors, relay neurons, Thalamus and cortical processing of different
sensations. Principle motor mechanisms of the periphery (muscle spindle),
Thalamus, basal ganglia, brain stem, cerebellum and cerebral cortex.
Unit - VIII: Neurobiology of Drives and Motivation: Mechanisms of Aggression, Hunger,
Thirst and Sex
Unit - IX: Regulation of Internal Environment: Role of limbic, autonomic and the
neuroendocrine system in regulating the internal environment. Reticular formation
and other important neural substrates regulating the state of sleep/wakefulness.
State of consciousness/brain death.
Unit - X: Neurobiology of Learning and Memory: Neurochemical aspects of Learning and
Memory; Role of RNA & Proteins; Disturbances in Memory Mechanism.
14
Part – B (Neuropsychology)
Unit- XI: Frontal lobe syndrome: Disturbances of regulatory functions. Attentional
processes, Emotions, Memory and Intellectual activity; Language and Motor
functions.
Unit-XII: Temporal lobe syndrome: Special senses, hearing, Vestibular functions and
integrative functions; Disturbances in learning and memory functions, language
emotions, time perception and consciousness.
Unit - XIII: Parietal and Occipital lobe syndromes: Disturbances in sensory functions and body
schema perception, Agnosias and Apraxias; Disturbances in visual space
perception; color perception, writing and reading ability.
Unit - XIV: Neuropsychological profile of various Neurological Conditions: Huntington's
disease, Parkinsons's disease, Progressive Supranuclear Palsy, Thalamic
degenerative disease, Multiple sclerosis, cortical and subcortical dementias,
Alzheimer's dementia, AIDS dementia complex etc.
Unit - XV: Cerebral Organization: Principles of Functional localization and lateralization,
Neuropsychological Rehabilitation.
Unit - XVI: Functional Human Brain Mapping: QEEG, ERP, PET, SPECT, FMRI
Unit - XVII: Neuropsychological assessment: LNNB, PGI-BBD, NIMHANS and other batteries
of neuropsychological tests in current use.
Paper - II: PSYCHOTHERAPY AND COUNSELING
__________________________________________________________
Unit - I: Introduction to Psychotherapy and Counseling: Definitions, Objectives, Training,
Professional and ethical issues, planning and recording of therapy.
Unit - II: The Therapeutic Relationship: Client and Therapist Characteristics, Illness,
Technique and other factors influencing the relationship.
Unit - III: Interviewing: Objectives of interviews, interviewing techniques, types of
interview, characteristics of structured and unstructured interview, interviewing
skills, open-ended questions, clarification, reflection, facilitation and
confrontation. Silences in interviews, verbal and non-verbal components.
Unit - IV: Psychodynamic Psychotherapy: Origins of Psychodynamic Formulation, Stages of
therapy, Process issues; Resistance, Interpretation Transference and Counter
Transference, and working through and current status.
Unit - V: Humanistic-Existential and Experiential Therapies: Historical context and
philosophical basis, principles and types of therapy, current status.
Unit - VI: Cognitive Therapies: Introduction to Cognitive Model, basic principles and
assumptions, therapeutic techniques based on Cognitive Therapy, Cognitive
Behavior Therapy and Rational Emotive Therapy. Application issues.
15
Unit - VII: Supportive Psychotherapy: Definition, goal indications, techniques. Directive and
non-directive psychotherapy, current forms of "e-" and tele-counseling.
Unit - VIII: Brief Psychotherapy: Historical context, characteristics of brief psychotherapy,
selection criteria, process issues, effectiveness.
Unit - IX: Crisis Intervention: Definition of Crisis, phases of Crisis, Techniques, Stages of
crisis work, Applications.
Unit - X: Group Therapy: Historical origins, theoretical models, types groups, stages of
group therapy, process issues including role of the therapist, techniques,
applications of group therapy.
Unit - XI: Family Therapy: The development of family therapy, schools of family therapy,
models for the assessment of families, common family problems and their
treatment, treatment goals, methods of therapy, terminating treatment, research in
family therapy, ethics in family therapy.
Unit - XII: Marital Therapy: Development of marital therapy, current approaches, divorce and
mediation, pre-marital counseling.
Unit - XIII: Sex Therapy: Individual and couple sex therapy, techniques, sex counseling,
current approaches, issues related to research.
Unit - XIV: Therapy with children: Introduction to different approaches, Psychoanalytic
therapies (Ana Freud, Melanie Klein, Donald Winnicott); Special Techniques
(Behavioral and Play) for developmental internalizing and externalizing disorders.
Therapy in special conditions such as psycho-physiological and chronic physical
illness; Parent and Family Counseling, Therapy with adolescents.
Unit - XV: Therapy in Special Conditions: Therapies and techniques in the treatment of
Deliberate self harm, Bereavement, Personality Disorders, Chronic Mental illness
and Medical conditions such as Cancer, Cardiovascular Diseases, HIV/AIDS, and
other terminally ill conditions. Physical, sensory and intellectual disabilities.
Unit - XVI: Psychotherapy in the Indian Context: Historical perspective in psychological
healing practices from the Vedic period and the systems of Ayurveda and Yoga,
Contemporary perspectives. Socio-cultural issues in the practice of psychotherapy.
Unit-XVII: Research in Psychotherapy: Introduction to psychotherapy Research, issues related
to process and outcome.
Paper – III: BEHAVIORAL MEDICINE
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Unit - I: Theoretical foundations: Learning, biological and cognitive foundations;
Behavioral assessment, analysis and formulations (for Neuroses, Psychoses and
other conditions, including physical disorders).
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Unit - II: Therapeutic Procedures:
Relaxation procedures - Jacobson's Progressive Muscular Relaxation, Autogenic
training, Shavasana, Meditation and other forms of eastern methods of Relaxation.
Desensitization and Extinction Procedures – Imaginal and in vivo, graded
exposure, enriched desensitization, assisted desensitization, Flooding and
Implosion, Response prevention, Emotive imagery and other forms of
desensitization.
Social skills Training - Assertiveness training, Modeling, Behavioral Rehearsal,
Communication skills training.
Operant procedures - Application of Reinforcement Principles, Token economy,
Contingency Management.
Aversive conditioning Therapies - Faradic aversion therapy, Chemical aversion
therapy, covert sensitization, Aversion relief procedure, Anxiety relief procedure
and avoidance conditioning therapy.
Biofeedback procedures - EMG, GSR, EEG, Thermal, EKG.
Self control procedures - Thought stop, Paradoxical intention, Stimulus satiation.
Cognitive Behavior therapies - Rational Emotive Behavior therapy, Cognitive
therapy, Cognitive Behavior therapy, Stress Inoculation Training and other
methods.
Other approaches - Behavioral Counseling, Clinical Hypnotherapy, Group
behavioral approaches, Behavioral family/marital therapies.
Unit - III: Clinical Applications: Clinical applications of behavioral techniques in the
management of anxiety disorders, speech and psychomotor disorders, substance
use, Sexual dysfunction and deviant behaviors, personality disorders, Management
of Childhood disorders, Psychotic disorders, stress and pain conditions, chronic
mental illness and medical conditions such as Cancer, cardiovascular diseases and
HIV/ AIDS.
Unit - IV: Research in Behavioral Intervention: Introduction to behavioral intervention
research - issues related to process and outcome.
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