SCHEME OF STUDIES - NIP€¢ Measures of Central Tendency and Measure of Variability • Probability and its application in social sciences • Inferential Statistics • Non-parametric

National Institute of PsychologyNational Institute of PsychologyNational Institute of PsychologyNational Institute of Psychology

Center of ExcellenceCenter of ExcellenceCenter of ExcellenceCenter of Excellence

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SCHEME OFSCHEME OFSCHEME OFSCHEME OF STUDIESSTUDIESSTUDIESSTUDIES

SPRING, 2012SPRING, 2012SPRING, 2012SPRING, 2012

Detailed Course Outlines and Teaching Guidelines

NIP Scheme of Studies_SPRING 2012

1

Introduction

National Institute of Psychology (NIP) is an autonomous organization with a mandate to

carry out higher-level research and teaching. It was established in July 1976 by the ministry of

education under a resolution with main objective to undertake social psychological researches.

In 1983, the Institute was given the status of a Centre of Excellence in Psychology and was

located at the campus of Quaid-i-Azam University, with main objectives of engaging in goal

oriented high level research and teaching. At that stage the institute started its M.Phil. and

Ph.D. program.

In 1996, the Institute shifted to its own campus and M.Sc. program was also started from

Spring 1997. At present NIP provides teaching at M.Sc., M.Phil. and Ph.D. levels along with

researches by students and faculty members.

NIP’s teaching programs strictly follow the rules and the Quaid-i-Azam University awards

regulations of QAU and degrees. Admission to these teaching programs is also made

according to the university rules and is approved by NIP’s Board of Governors, Vice

Chancellor of Quaid-i-Azam University being the Chairman.

This brief booklet intends to provide a condensed understanding of NIP’s teaching

programs and the expected role of the teaching faculty. It is envisaged that it would help

answering the frequently asked questions, which any faculty member may like to be answered.

This booklet contains approved and detailed course outlines being offered in spring semester

2012 at M.Sc., M.Phil. & Ph.D. levels.

This scheme of studies comprises of approved course outline that are the brief descriptions

of content that should be taught (given at the top of every page) followed by the detailed

course outline developed by the teacher, teaching the particular subject in this semester.


2

CONTENTS

Section I

M.Sc I

Py-001: English Proficiency ___________________________________________

Py-303: Applied Statistics _____________________________________________

Py-306: Social Psychology ____________________________________________

Py-316: Psychopathology______________________________________________

Py-317: Research Methods in Psychology ________________________________

4

7

11

14

16

Section II

M.Sc III

Areas of specializations

(Organizational Industrial Psychology)

Py-402: Human Resource Management ___________________________________

Py-412: Organizational Behavior ________________________________________

Py-413: Consumer Behavior and Marketing ________________________________

(Developmental Psychopathology)

Py-456: Developmental Disorders – I _____________________________________

Py-453: Developmental Disorders – II ____________________________________

Py-458: Developmental Psychopathology and its Prevention __________________

(Educational Psychology)

Py: 426 : School Psychology ___________________________________________

Py 429: Education & Community _______________________________________

Py 433: Assessment, Evaluation and Interventions __________________________

18

21

24

27

29

32

36

39

41


3

Section III

MPhil & Ph.D

Compulsory Courses

Py 601: Research Methods __________________________________________

Py-604: Seminars in Theories of Psychology _____________________________

Optional Courses

Py-605: Test Development ___________________________________________

Py: 621 Cognitive Psychology ________________________________________

Guidelines for Teachers ____________________________________________

43

46

48

51

53


4

Course code: PY-001

Course: English Proficiency

Credit hours 03

Teacher: Uzma Umar

Course Description

This course is designed to enhance English language and writing skills of students.

Course Objective

The primary objective of this course is to enhance language skills and develop critical thinking.

Moreover, to enable learners in improving their written and oral communication skills so that they

can effectively apply their learned skills in everyday life and usage of language in context.

Distribution of Sessional Marks

Total Grading: 75 marks

Sessional tests: T.M. 30 marks (15 each)

There will be two sessional tests held during the course work that will be comprised of MCQs,

True/ false and Short answers.(Week 4 & 10)

Assignments and Presentations: Marks 45

1. Class will be divided into 8 groups for assignment and presentation. (week 12, Marks 10 + 10)

2. A case study review on any neuropsychological disorder. (week 8, Marks 10)

3. Scrap Book (Marks 15)

Course Outline

No Course Contents

Use of Grammar in Context

Week 1 • What ate Modals

• Types of Modal: Activities

• Modal verbs of probability

• Uses of modal auxiliary verbs

• Degrees of certainty

Class activities and exercises on these topics


5

Week 2 Basic Sentence Structure

• Sentence patterns and rules

• Basic Clause Structure

• Phrase

• Clause Types

• The 4 Sentence Types

Week 3 Exercises and Class activities on all the topics related to basic sentence

structure.

Reading Skills

• Tone and attitude

Week 4 • Recognizing and interpreting tone and attitude of the author

• Words that convey Emotions express feelings or paint pictures.

• Reading exercises on identifying tone and attitude of the author

• Vocabulary building task

Week 5 Difference between fact and Opinion

• Practice exercises on facts and opinions

• Distinguish between facts and opinion using newspaper editorials, reports

and magazines

Week 6 Use of Punctuation

• Types of punctuations

• Apostrophe

• Colon

• Semicolon

• Quotation Marks,

• Parenthesis

• Hyphen

Exercises on punctuation marks will be given for practice

Week 7 Essay writing

• Steps in writing an essay

• Making an outline

• Formal essay structure

Week 8 Descriptive Essay

• How to write a descriptive essay

• Structure of a descriptive essay

• Tips for writing a descriptive essay

Week 9 • Activities and exercises on writing a descriptive essay

Practice Exercises

Assignment 1

Week 10 Narrative Writing

• Conventions of narrative writing

• Sample exercise on narrative writing


6

• Exercises and activities on narrative writing

• What is thesis statement

Assignment 11

Week 11 Rhetorical strategies of idea development and organizing text

• What is rhetoric

• Comprehensive activities on Rhetorical Strategies

Week 12 Rhetorical devices: comparing texts

Rhetorical devices : worksheets

Quiz

Week 13 • The call to action

• Opposites (Antonyms)

• Writing Frame

Week 14 Generating ideas using variety of strategies

• Mind maps

• Exercises and activities

Week 15 Oral communication Skills

• Use of English language outside and inside the classroom

Week 16 • Use of English for Social and academic purpose.

Revision

Week 17 Presentations

Reading List

• 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: Canda

• Gazzaniga, M. s., Ivry, R. B., &Mangun, G. R. (2002). Cognitive Neuroscience: The

Biology of Mind. (2nd

Edition). W.W. Nrton and Company, Inc.

• Kalat, W. J. (2004). Biological Psychology. Thomson, Wadsworth, Canada.

• Smith, A. (2004). The Brain behind it. MPG books, Bodmin, Cornwall: UK.

Note: I believe class attendance is important and students are supposed to appear in all classes

and tests. In case of absentee in test, no marks or chance will be given, if student are unable to

produce a medical certificate. Similarly assignments will not be accepted or marked after due

dates.


7

Course Code: PY–303

Course: Applied Statistics

Credit hours 03

Teacher: Muhammad Usman

Course Description

This course provides an introduction to descriptive and inferential statistics commonly used in

Psychological research. Descriptive statistics include measures of central tendency, variability,

and association. Probability and the logic of statistical inference are addressed. The class covers a

broad range of parametric tests and introduction to nonparametric statistics. Emphasis is given

across the course to scale of measurement, statistical power, and the interpretation of results of

statistical tests. Examples are taken from psychological research.

Course Objectives

By the end of this course, you should be able to

• State the definitions of various statistical terms.

• Describe the various statistical methods used in Psychology

• Use basic statistical tests for data analysis

• Explain the rules governing the use of :

• Descriptive statistics

• Measures of Central Tendency and Measure of Variability

• Probability and its application in social sciences

• Inferential Statistics

• Non-parametric tests


5 surprise quizzes (Best 4 will be considered) 20 marks

2 Individual Assignments 10 marks

3 Sessional Exam 45 marks

The first sessional test (Second week of April, 2012) will include the following Topics

Measures of Central Tendency, Measures of Variability, Probability

The second sessional test (Mid of May, 2012) will include the following Topics

Binomial distribution, Normal Distributions, Z-test, and t-tests

The Third sessional test (First week of June, 2012) will include the following Topics

ANOVA, Chi-square test, Correlation and regression analysis, Non-parametric test


8

Weeks Course Outline

1 Introduction to Application of Statistics in Psychology

• Definition and Main Division of Statistics

• Description of Basic Terms used in Statistics

• Importance, Applications, and Limitation of Statistics in Psychology

2 Frequency Distribution • Introduction

• Organizing Data

• Histogram, Freq. Polygon, Ogive

• Graphical Representation of Data

• Simple Bar diagram, Multiple Bar diagram, Pie Chart

3 Measures of Central Tendency • Arithmetic Mean, and its properties

• Median and its properties

• Mode and its Properties

• Advantages and Disadvantages of Mean, Median, and Mode

• When to use which Measure of Central Tendency

4 Measures of Variability

• Range

• Variance and Standard Deviation

• Quartiles, Deciles and Percentiles

• Advantages and Disadvantages of Different Measures of Variability

• When to use which Measure of Variability

5 Introduction to Computer Software used in Statistical Analysis

• Introduction to Microsoft Excel

• Practicum

6 Probability • Definitions of Probability

• Description of terms used in Probability

• Addition and Multiplication Theorems of Probability

• Sessional – 1

7 Binomial Probability Distribution and its properties

• Binomial Distribution

• Binomial co-efficient

• Bernoulli trials

• Binomial Probability Formula

• Mean of a Binomial random variable

• SD of Binomial random variable

8 Normal Probability Distribution and its properties • Symmetrical Distributions and Skewed Distributions, Kurtosis

• Normal Curve

• Z – Scores

• Standard Normal Curve or Z – Curve

• Determining Areas under Normal Curve


9

9 Hypothesis Testing / Tests of Significance • Null and Alternative Hypothesis

• Levels of Significance

• Degree of Freedom

• Directional and Non directional Tests

• Types of Errors

10 – 11 Single Sample Hypothesis Testing

• Z-test

• One Sample t-test

• Paired Sample t-test

Hypothesis Testing with two independent Samples

• Independent sample T-test

How to compute and report Cohen’s D

Sessional – 2

12 Hypothesis Testing with more than two independent Samples • Analysis of Variance (ANOVA)

13 Hypothesis Testing for Categorical data • Chi square test

14 Linear Correlation and Regression Analysis • The Meaning and types of Correlation

• Pearson Product Moment Correlation

• Rank Order Correlation

• Simple Linear Regression Analysis

15 Introduction to Nonparametric Tests • Sign Test

• Wilcoxon Rank sum Test

• Mann-Whitney U Test

Sessional – 3

16 Recap of the teaching


10

Reading Material

Books

Available

Copies at

NIP. Lib.

Clayton, K. N. (1984). An Introduction to Statistics for Psychology and Education.

Columbus: Charles, E. Merrill Publishing Co.

1

Bluman, Allan G. (2004). Elementary Statistics: A Step by step Approach. 11th

Ed.

Boston: McGraw-Hill

2

Field, Andy (2009). Discovering Statistics using SPSS. 2nd

& 3rd

Ed. New Delhi:

Sage Publication

3

Fiedlding, Jane (2006). Understanding Social Statistics. 2nd

Ed. London: Sage

Publication

1

Garrett, H. E., &Woodsworth, R. S. (1967). Statistics in Psychology and

Education. London: Longmans, Green, & Co.

2

Guilford, J. P., &Fruchter, B. (1973). Fundamental Statistics in Psychology and

Education. Tokyo: McGraw-Hill Kogakusha.

1

George A. Ferguson & Yoshio Takane (1989). Statistical Analysis in Psychology

and Education. McGraw Hill Book Co

4

Jackson, Sherri L. (2005). Statistics: Plain and Simple. Belmont CA: Thomson

Wadsworth

1

Kiess Harold O. (2002). Statistical Concepts for the Behavioral Sciences. 3rd

Ed.

Boston: A Pearson Education Co.

1

Utts, Jessia M. (2002). Mind on Statistics. Australia: Duxbury 1

Vernoy, Mark (2002). Behavioral Statistics in Action. 3rd

Ed. Boston: McGraw Hill

Co

2

Walker, Ian. (2010). Research Methods and Statistics. London:Palgrave Macmillan 1

Walpole, R. E. (1982). Introduction to Statistics. New York: Macmillan Co. 7


11

Course Code: PY-306

Course: Social Psychology

Credit hours 03

Teacher: Sadaf Tariq

Course Description

Social psychology is the branch of psychology. It studies the individual and its interaction with

the group. The basic purpose of this course is to provide an introduction to current concepts and

theories that attempt to explain the behavior of the individual in society. Major topics include

culture, social roles, attitudes, social cognition, prejudice, aggression, and conformity and conflict

resolution.

Course Objectives

By studying this course, students will be in a position to understand and then apply psychology in

any of the social setup.


Assignment (Poster Presentation) 10

Assignment (Social Experiments) 10

Assignment (Dramas or debates) 5

Text review 10

Quizzes 15+15+10=40

Total 75

Course Outline

Weeks Topics to be taught

1 Introducing Social Psychology

• Social Psychology: A working Definition

• Social Psychology is Scientific in Nature

• Social Psychology and Human Values

Quiz I

2 Self and Social World • Self Concept

• Perceived Self-concept

• Self serving Bias

• Self Presentation


12

3 Social Perception

• Non verbal communication

• Attribution

• Impression formation and impression management

4 & 5 Social Cognition

• Social schemas

• Heuristic and Automatic Processing

• Errors in Social Cognition

Quiz II

6 & 7 Attitude and Attitude Change

• Attitude Formation

• Functions of Attitude

• Attitude Change

Text Review

8 Persuasion

• Two Routes to Persuasion

• The Elements of Persuasion

• Resisting Persuasion: Attitude Inoculation

9 & 10 Stereotype, Prejudice and Discrimination

• The Nature and origin

• Types of Stereotypes

• Sources of Prejudice

• Discrimination and prejudice

• Reducing Prejudice

Assignment I

11 Conformity

• Classic Studies

• When do People Conform?

• Why Conform? Who Conform?

• Resisting Social Pressure

12 & 13 Group Influence

• What is a Group?

• Social Facilitation

• Social Loafing

• Group-think

• Minority Influence

Assignment II

14 • Aggression and Pro-Social Behavior (Class Discussion)

15 • Interpersonal Relationships (Class Discussion)

16 • Students Presentation Assignment III


13

Reading Material

• Baron, R. A. & Byrne, D. (2003). Social Psychology, 10th Ed, India: Prentice Hall.

• Callan, et.al (1999). Social Psychology, 2nd

Ed, London: Harcourt.

• Hewstone, M., Stroebe, W. & Stephenson, G.M. (Ed.). (1996). Introduction to Social

Psychology, 2nd

Ed, Oxford: Blackwell Publishers.

• Oskamp, S. & Schultz, P. W. (1998). Applied Social Psychology, 2nd

Ed, New Jersey:

Prentice Hall.

• Myers, David G (2004) Social Psychology, 8th

Edition, NJ: Worth publishers.

• Feldman S. Robert (1985) Social Psychology: theories, research and application. McGraw

Hill Inc, N.Y.

• Forsyth R Donelson (1987) Social Psychology. Wardsworth Inc.


14

Course Code: PY-316

Course: Psychopathology

Credit hours 03

Teacher: Sohema Tahir

Course Description

This course is about Psychopathology and its understanding. Different psychopathologies will be

discussed and studied in detail especially with reference to their assessment, etiology and

management. Prevention of different psychopathologies at basic level will also be discussed.

Course Objectives

Students will be able to understand the basic concepts of psychopathology; to develop

understanding of different etiological factors that might lead to the development of different

psychopathologies; to conduct assessment for the identification of psychopathologies; and finally

to suggest treatment modalities.


Assignment = 10 marks

Project = 15 marks

Presentation = 15 marks

Sessionals = 15 + 15 = 30

Class participation= 5 marks

Course Outline

Weeks Topics to be taught Assignment/

Tests Dates

1 Introduction to the concept of psychopathology

• Definition of psychopathology as well as understanding

• Definitions &/Terminologies used in psychopathology

2 History of psychopathology

3 Classification systems in Psychopathology

• Introduction to DSM_IV_TR and ICD_10

• Differences and similarities in use of both systems

Assignment

5 marks

4 Review of Developmental Psychopathologies


15

5 Latest trends in Developmental Psychopathologies

• Models of Developmental Psychopathology

6 Introduction to concept of Mental Health

• Concept of Normality and Abnormality

7 Mental Disorders and their Epidemiology

8 Schizophrenia

• Symptoms, Causes & treatment

9 Mood disorders


10 Anxiety disorders


11 Personality Disorders

• Symptoms, Causes & Treatment

12 Substance use disorders

• Symptoms, Causes and treatment

13 Overview of Mental Health Services in Pakistan in different Area

14 Study of local mental health services in Pakistan

Introducing concept of Prevention: prevention models and

discussing

prevention with respect to different disorders

Assignment

15 marks

15 Future trends in Psychopathology: In research and therapy

• Discussion and submission of a summary report

Over view of prevention programs for psychopathologies

• Making an indigenous prevention program relevant to our culture

in groups

Assignment

15 marks

16 Recap of the teaching plus course revision

Reading Material

Books

Internet sources


16

Course Code: PY-317

Course: Research Methods

Credit hours 03

Teacher: Aisha Zubair

Course Description

Research Methods is an area of Psychology which primarily focuses on ways and techniques of

conducting scientific and empirical research. It also emphasizes understanding of the basic

concepts and issues pertinent with the objective exploration of socio-psychological phenomena.

Course Objectives

This course 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 would facilitate in comprehending the interplay of varying constructs and research

designs which can be employed in any basic or applied research. Moreover, this course assists in

emergent perceptive of research proposals and research strategies.


2 quiz 30 (15 marks each)

2 Assignments 20 (10 marks each)

Research Proposals 15 marks

Presentations 10 marks each

Total 75 marks

Course Outline


Tests Dates

1 Introduction to Research Methods

• What is research

• Research Terminology

• Current trends of research in psychology

2 & 3 Characteristics of Scientific Method

• Science as ways of knowing

• Goals and assumptions of scientific method

• Scientific research and its process

4 & 5 Importance of Literature Review

• Major reasons for doing literature reviews

• Process of literature review


17

6 & 7 Identification of Problem

• Problem statement and its characteristics

• Sources of problem statement

8 & 9 Formulation of Hypothesis

• Characteristics of hypothesis

• Types of hypothesis

10 & 11 Concepts and Constructs

• Types of Variables

• Operational definition of variables

• Developing theoretical frame work

12 & 13 Types of research and research designs

• Qualitative and quantitative research introduction and

difference

• Types of research (Descriptive, Co relational, Case Study, and

Experimental)

• Third variable problem

• Experimental Research design, Randomized group design,

Factorial design, Single subject research, Quasi experimental

design

14 Ethical Issues and standards

• APA’s guideline for research report writing

• Issues of plagiarism and fabrication

15 & 16 • Poster presentations of research proposals by students

Reading Material

Books

• Shaugnessy, J., Zechmeister, E., &Zechmeister, J. (2003). Research Methods in

Psychology. New York. McGraw Hill.

• Craig, J. R., Metz, L.P. (1997). Research Methods. Brooks & Cole.

• Mertens, D. M. (1996). Research Methods in Education and Psychology. London: Sage

Publications.

• Mc Burney, D., White, T. L. (2002). Research Methods (6th

ed.). Thomson: Wadsworth.

• All available journal in NIP Library (for reference and preparation of research proposals).


18

Course Code: PY-402

Course: Human Resource Management

Credit hours 03

Teacher: Rabia Muqtadir

Course Description

The course will provide the students with an overview of human resource management functions

and the role that management play to ensure organizational effectiveness. Students will explore

topics such as strategic HRM, Legislation related to HR, employee selection procedures, training

and development, issues related to employee morale and performance evaluation and health and

safety issues in current industry setting. Through lectures, experiential exercises and case study

analysis student will gain state of art knowledge about Human resource management practices.

Course Objectives

Specifically the course aims to achieve following objectives;

• Explain the role and importance of human resource functions in organizations.

• Describe the purpose and process of designing and analyzing jobs, determining relative

worth of jobs and how organization compensates employees.

• Describe the human resource planning, recruitment and selection process.

• Explore the purpose and benefits of effective orientation, training, career development and

performance management programs.

• Discuss the importance of effective employee and labor relations and how organizations

create positive and safe work environments.


Sessional………… ……20

Quiz……………………..10

Project Report………….15

Presentation……………10

Assignments…………....20


19

Course Outline


Tests Dates

1-2 Human Resource Management: An Introduction • Historical perspective

• HRM as a Competitive Advantage

• Strategic Human Resource Management

• The Legal Environment (HRM legal perspective in the context

of Pakistan)

3-4 Job Analysis and Job Design

• Human Resource Planning

• Job Analysis

• Job Design

5 Recruitment and Selection

• Job Analysis, Human resource Planning and Recruitment

(recruitment policies and practice)

• Recruitment Methods and Effectiveness of Recruitment

Methods

• Selection and Placement (Selection Process, Selection

methods standards, Types of Selection Methods)

6-8 Training and Developing Employees

• Orientation

• Training Need Assessment and Methods of

Trainings(management and Organizational development)

• Evaluating Training

• Developing and Implementing Training Programs

9 Career Development

10 & 11 Performance Management System

12-13 Compensating Human Resources

• Organizational reward System

• Base wage and salary System

• Incentive Pay System

13 Employee Well-Being

• Employee benefits

• Employee safety and Health

14 Labor Relations

• Legal Environment and Structure of labor Unions

• Unions Organizations and Collective Bargaining

Project:

Visit any public/private sector organization and observe it’s HR practices. Write a report

discussing the current HR practices of that particular organization and make recommendation

keeping in view the cultural context.


20

Reading Material

• Bayars, L. L. and Rue, L. W., (2000) Human Resource Management. Boston, MA; Irwin

McGraw-Hill.

• Noe A. Raymond, Hollenbeck R. John, Gerhart Barry & Wright M. Patrick (2003) Human

resource management: Gaining a Competitive Advantage; Irwin McGraw-Hill.

• Bolander; G., Snell, C. and Sherman, A. (2001). Managing Human Resource. Cincinnati,

OH: South – Western.

• DeCenzo, D.A., & Robbins, S.P. (2002). Human Resource Management. New York;

Wiley.

• Blackwell, R., Souza, D., Taghian, M., Miniard, P. & Engel, J. (2007). Consumer

Behavior: An Asia Pacific Approach. Thomson, USA.

• Assail, H. (1995). Consumer behaviour & marketing action (5th

ed). New York: South

Western College Publishing.

• Foxall, G.R., & Goldsmith, R. E., (1994). Consumer Psychology and marketing. London:

Rutledge.

• Hawkins, D.I., best, R.J., & Coney, K.A., (2001). Consumer behavior building marketing

strategy. New York: McGraw-Hill.

• Lowe. R.E., (1997). Consumer education and economics. (4th

ed). New York: McGraw-

Hill.

• Wikie, W.L. (1994). Consumer behavior. New York: Willey & Sons

• Taylor. R. Kinnear, J.Thomas C., (1996). Marketing research: an applied approach. New

York: McGraw-Hill.


21

Course code: PY-412

Course: Organizational Behavior

Credit hours 03

Teacher: Shaista Waqar

Course Description

The course is designed to give you an understanding of attitudes and behavior of individuals and

groups in all types of organizations and as to how organizations, simple or complex, are structured

and patterned to achieve their goals.

Course Objectives

This course aims to give an understanding about how to fully utilize people in organizations. It is

the study and application of the knowledge of human behavior, in order to increase performance

levels and job satisfaction. This study is critical to the goals of increasing productivity and

meeting new competitive challenges.

This course aims to expose the student to the fundamental principles with which to understand

human behavior inside organizations. The course examines various theories developed in an

attempt to explain and predict employee behavior in an organizational context.


Assignments = 20 marks

Sessional Tests = 25 marks

Group Project = 30 marks

Project: Developing Case study of a local Organization in any of the areas discussed in

lieu of OB processes. OR Conducting a Workshop on selected topics of course outline

each


22

Course Outline


Tests Dates

1-2 Introduction to Organizational Behavior • Field of OB: Past and Present

• Scientific foundations of OB

• Emerging Trends in OB

3-5 Individual Behavior in Organizations

• Personality and Emotions at Workplace

• Values and Attitudes at work

• Perceptions

• An Information Processing Model of Perception

• Common perceptual distortions

• Managing perceptions

• Causal Attribution

• Motivation

• Theories of Motivation

• Applied Motivation Practices

6-11 Social Behavior in Organizations

• Group Behavior and Team Work

� Nature of groups

� An integrated model of group formation and development

� Characteristics of groups

� Types of teams

� Team effectiveness

•••• Intergoup Conflict and Negotiations

� A contemporary perspective on Intergroup Conflict

� Consequences of dysfunctional Intergroup Conflict

� Negotiations

� Increasing effectiveness of negotiations

• Communication

� Communication Process

� Communication within Organizations

� Barriers to effective organization

� Improving communication in organizations

• Decision Making

� Types of decisions

� A rational decision making process

� Behavioral Influences on decision making

� Group decision making

• Stress

� Organizational Stress: A Model

� Work Stressors

� Stress outcomes

� Stress Moderators


23

� Stress Prevention and Management

• Influence Tactics, Empowerment and Politics

� Organizational Influence tactics

� Empowerment: From Power Sharing to Power

Distribution

� Organizational and Impression Management

12 O.B. in new Millennium

•••• Current research trends in OB

13 Presentations by the Students

14 Recap of Course

Reading Material

Reference Books:

• Ivancevich, J. & Matteson, M. (2002) Organizational Behavior and Management . sixth

ed. McGraw Hill Company Inc. North America

• Schermerhorn, J., Hunt, J. & Osborn, R. (2005). Organizational Behavior. John Wiley and

Sons. New Delhi.

• Brooks, I. (2006). Organizational Behavior. Pearson Education Ltd.,India

• Krietner, R. & Kinicki, A. (2004). Organizational Behavior. McGraw-Hill, New York


24

Course code: PY-413

Course: Consumer Behavior and Marketing

Credit hours 03

Teacher: Imran Bukhari

Course Description

This course introduces the student to the influence that consumer behavior has on marketing

activities. Students will apply theoretical concepts to marketing strategies and decision-making.

Topics include consumer and marketing segments, environmental influences, individual

determinants, decision processes, information research and evaluation.

Course Objectives

Upon successful completion of this course, students should be able to:

• Explain and apply the key terms, definitions, and concepts used in the study of consumer

behavior.

• Demonstrate how as a marketer they can use their knowledge of consumer behavior

concepts to develop better marketing programs and strategies to influence those behaviors.

• Critically evaluate the effectiveness of various advertisement and promotions and their

attempts to influence the behaviors of individuals.

• Demonstrates both their working knowledge and analytical skills in assessing the

consumer decision-making process.

• Analyze the trends in consumer behavior, and apply them to the marketing of an actual

product or service.


Sessional Test 1 10 Marks

Assignment 1 15 Marks

Sessional Test 2 15 Marks

Assignment 2 10 Marks

Presentations + Project Report 25 Marks


25

Course Outline


Tests Dates

1 • Introduction, Discussing course outline

• Consumer Behavior: Introduction

2 • Marketing: Analysis & Segmentation

3 •••• Decision making process & Problem Recognition

4 •••• Information Search & Evaluation (Pre-Purchase Process)

5 •••• Purchasing process

6 •••• Post Purchase behavior

7 •••• Role of Perception in Consumer Psychology

•••• Application of Cognitive and Behavioral Learning theories in

Consumer Psychology

8 •••• Consumer’s Attitudes and Behavior

•••• Personal & Social factors influencing consumer behavior +

Assignment 2 Due

9 •••• Psychological factors influencing consumer behavior

10 •••• Qualitative research methods in marketing

•••• Quantitative Research Methods in marketing

11 •••• Demand Measurement & Forecasting

•••• Product research & Test Marketing

12 •••• Advertising Research & types of advertising

13 •••• Distribution & Pricing Research

14 •••• Project Presentation + Project report



Reading Material

• Blackwell, R., Souza, D., Taghian, M., Miniard, P. & Engel, J. (2007). Consumer

Behavior: An Asia Pacific Approach. Thomson, USA.

• Assail, H. (1995). Consumer behaviour & marketing action (5th

ed). New York: South

Western College Publishing.

• Foxall, G.R., & Goldsmith, R. E., (1994). Consumer Psychology and marketing. London:

Rutledge.

• Hawkins, D.I., best, R.J., & Coney, K.A., (2001). Consumer behavior building marketing

strategy. New York: McGraw-Hill.


26

• Lowe. R.E., (1997). Consumer education and economics. (4th

ed). New York: McGraw-

Hill.

• Wikie, W.L. (1994). Consumer behavior. New York: Willey & Sons

• Taylor. R. Kinnear, J.Thomas C., (1996). Marketing research: an applied approach. New

York: McGraw-Hill.


27

Course Code: PY-456

Course: Developmental Disorder-1

Credit hours 03

Teacher: Irum Naqvi

Course Description

This course gives students an overview of some prevalent developmental disorders of children

including ADHD, conduct disorders, emotional and social disorders, anxiety, and mood disorders.

The course covers issues related to psycho-diagnosis and assessment and treatment of specific

disorders, as well as more general theoretical issues related to causes of disorders in development

and the implications of various disorders for the understanding of normal development.

Course Objectives

The goal of this course is to provide a comprehensive introduction to students with an interest in

difficulties associated with developmental disorders. The students will get orientation to complete

course with the epidemiological factors, possible theoretical and the therapeutic explanation of

each disorder.


The students are supposed to appear in all tests. No marks or chance will be given if student can

not produce a medical certificate. Similarly assignments will not be accepted or marked after the

due date.

Grading Total Marks: 75 marks

SESSIONAL TEST: T.M. 40 marks

There will be THREE Sessional tests held during the course work.

Sessional test will be comprised of MCQs, True/ false and Short answers. (Week 4 & 7, 11)

Assignments and Presentations: Marks 35

1. Class assignment and presentation on assessment of disorders. (Marks 10)

2. Project based on case studies and its report (15)

3. Poster Presentation in I/O conference (Marks 7)

4. Class participation (Review of case studies and role plays) (Marks 3)


28

Course Outline


Tests Dates

Behavioral Disorders

(DSM IV criteria, epidemiology, etiology, and psychotherapeutic approaches)

1, 2 & 3 • Introduction to the subject

• Attention Deficit Hyperactivity Disorder

4 & 5 • Disruptive behavioral disorders

• Conduct disorder

• Oppositional defiant disorder

6, 7 & 8 •••• Substance related disorders

Emotional and Social disorders

DSM IV criteria, epidemiology, etiology, and psycho therapeutic approaches)

9 & 10 •••• Reactive attachment

•••• Gender identity disorder

11 & 12 •••• Childhood mood disorder

•••• Childhood anxiety disorders

13 & 14 •••• Generalized anxiety disorder

•••• Phobias

•••• Obsessive Compulsive

•••• Post-traumatic Stress disorder

15 •••• Panic attacks

•••• Separation anxiety

•••• Selective Mutism

16 Recap and Revision of course

Reading Material

Nelson, R. & Israel, A. (2003). Behavior disorders of childhood (5th

edition). New Jersey:

Prentice Hall

Malsh, E. & Barkley, R. (1996). Child psychopathology. New York: The Guidford Press

All DP related books


29

Course Code: PY-453

Course: Developmental Disorders II

Credit hours 03

Teacher: Nelofar Rauf

Course Description

This course will cover developmental disorders, with special focus on children. DSM-IV TR

criteria will be followed to cater basic symptomology and etiology of disorders. Besides theory,

the course also aims at covering basic assessments, both formal and informal.

Course Objective

The main objective of the course is to equip students theoretical and practical knowledge related

to childhood developmental disorders.


Case studies 15

Sessional 10+10 = 20

Field observation report 10

Community work 15

Awareness activity of sensitive issues

Related to disorders studied in class

(Short documentaries). 15

Final Exam 75

Total 150


30

Course Outline


Tests Dates

1 Introduction to Developmental & Learning Disorders:

• Definitions

• Diagnosis and classification models.

2 & 3 Health Related Issues:

• Psychological factors affecting physical health and Physical

factors affecting Psychological wellbeing.

• Risk factors and children at Risk

• Interviewing Children with Developmental & Learning

Disorders.

• Dual diagnosis

• Issues related to disability in Pakistan

4 & 6 Pervasive Developmental Disorders •••• DSM-IV-TR Criteria

•••• Etiology, Assessment &

•••• Therapeutic Intervention

7-9 Mental retardation/Intellectual Disability

• DSM-IV-TR Criteria,

• Etiology,

• Assessment &

• Therapeutic Intervention.

10 & 11 Learning Disorders


• Etiology, Assessment &

• Therapeutic Intervention

12 Motor Skills Disorder

• DSM-I-TR Criteria,

• Etiology,

• Assessment &


13 Communication Disorders


• Etiology, Assessment &


14 •••• Overview of Different therapeutic modalities for

Developmental Disorders

15 • Role of Developmental Psychologist in the field

• Recap of the teaching plus course revision


31

Reading Material

1. American psychiatric Association. (2004). Diagnostic and statistical manual of mental

2. disorders. Washington, DC: APA

3. Achenbach, T. M. (1982). Developmental Psychopathology (2nd

ed.). New York: John

Wiley & Sons.

4. Benner, S. M. (2003). Assessment of young children with special needs: A context-based

approach. Australia: Thomson/Delmar Learning.

5. Mash, E. J., & Wolfe, D. A. (2005). Abnormal child psychology. (3rd

Ed.). USA:

Wadsworth, Inc.

6. Kronenberger, W. G., & Meyer, R. G. The child clinician’s handbook. Boston: Allyn&

Bacon.

7. Wenar, C. (2007). Developmental Psychopathology: from infancy through adolescence

(5th

.ed.). London: McGraw-Hill.


32

Course Code: PY-458

Course: Developmental Psychopathology and its Prevention

Credit hours 03

Teacher: Dr. Muazzama Abidi

Course Description

Developmental Psychopathology is the study of Psychological Problems in the context of human

development. The students will be equipped with orientation views of psychopathology within the

context of antecedents and consequent events and its relation to normal development.

Course Objectives

In this semester, this would be the teacher’s effort along with students interest to complete the

knowledge about practice that entails a comprehension of and appreciation for the developmental

transformation that occur overtime, an analysis of the risk and fundamental factor and mechanism

operating in the child and his or her environment, the investigation of how emergent functions,

competencies and developmental tasks modify the expression of a disorder or lead to new

symptoms and difficulties, and the recognition that a particular stress or underlying mechanisms

may result in different behavioral difficulties at different time in the developmental process and in

different contexts. Students will also learn in this course the prevention and management through

counseling techniques.


I Marks for Punctuality& Maintenance of Discipline

Class Room Participation 5 Marks

II Sessional Exam A 20 Marks

III Sessional Exam B 25 Marks

IV Project submission (write-up) 15 Marks

V Presentations 10 Marks

V Terminal Exam 75 Marks


33

Course Outline


Tests Dates

1 Introduction to the Concepts of Developmental

•••• Psychopathology and its Prevention

2 From Theory to Practice

•••• Treatment and

•••• Prevention Possibilities

3 & 4 •••• Childhood Growth and Development

•••• Risk Factors in Developmental Psychopathology

•••• Prevention Programs

•••• Assessment

•••• Theoretical Perspective

5 & 6 •••• Family and Community Influences

•••• Family Influences on Child Development

7 & 8 •••• Evidence Base for Treating Children’s Mental Health

Disorders

•••• Principal Approaches to Primary Prevention

9 ORIGINS OF BEHAVIOR DISORDERS

•••• Conceptual Models of Family Influence

•••• Interaction in Families of Disturbed Children Family

•••• Control of Disordered Behavior

•••• Families and the Concept of Risk

11 & 12 •••• Presentations on Researches

•••• Related to “Developmental

•••• Psychopathology and its Prevention

13 & 14 •••• Hyperactivity Distractibility

•••• And Impulsivity

•••• Juvenile Delinquency and

•••• Problems in Moral Development

15 •••• Family Counseling

16 •••• Wrapping up the Course

•••• Handling Student’s Difficulties Overall and Related to Topics

Taught in Semester


34

Reading Material

Resources and References

A. Class Room Lectures & Discussion

B. Internet Services

C. NIP Library

Books

Blau, Gary. M.,&Gullotla, Thomas., P. (2008). Hand Book of Childhood Behavioral

Issues. Taylor & Frances Group, LLC.

Kaufman, James., M. (1985). Characteristics of Children’s Behavior Disorders. Charles E.

Merrill Publishing Co. A bell and HousewellCompany, Columbas, Ohio 43216.

Rudolph, Linda. B.,& Thompson Charles. L. (2000).Counseling Children Brooks/Cole

United States.

Sample Questions & Answers

Question No. 1

Read the statements carefully and encircle the right option

1. The typical anxiety disorder found in children is known as

a) Separation Anxiety Disorder

b) Generalized Anxiety Disorder

c) Phobia

d) Obsessive Compulsive Disorder

2. The term used to describe the situation in which youngsters meet the criteria for more than

one disorder is known as

a) Epidemiology

b) Co morbidity

c) Prevalence

d) None of Them

3. Presence of early conduct disorder behavior appears to be related to following behaviors

a) Aggression

b) Anti-social Disorder

c) Emotional Stability

d) All of Them


35

Question No. 2

Match the column

1. DSM-IV a. Habitual eating of odd things

2. Treatment b. Childhood disorders classification

3. Pica c. Rational Emotive Therapy

4. ODD d. Set high goals

5. Perfectionism e. CD

Question No. 3

Define the following terms

1. Paradoxical Drug Effect

2. Impulsivity

3. Positron Emission Tomography

4. Aphasia

5. Learned Helplessness


36

Course Code: PY-426

Course: School Psychology

Credit hours 03

Teacher: Sadaf Tariq

Course Description

School psychology is professional branch of psychology, which prepares professional

psychologist to work in school environment. This course is designed with emphasis on

understanding the field of educational psychology. Students opting this course will learn the

theoretical and applied aspects of learning, motivation, child development, assessment and

interventions. Students will also get familiar to the role and characteristics of a school

psychologist and to the processes of becoming a school psychologist. Ethical issues will be

discussed in terms of professional practices in school and students will get a detailed orientation

of learning theories as well as assessment of classroom effectiveness. The study of basic

psychological processes and their role in education will also be discussed and lastly focus would

be on the information tied to practical applications useful in the classroom.

Course Objectives

By studying this course, students will be in a position to survey field of education with special

reference to school educational at international level and then apply in Pakistan. The primary

objective of introducing this course would be motivating student to consider adopting it as a

profession and contribute in its development in Pakistan

By the end of this course, you should be able to:

Understand role and functions of a school psychologist

Assess effectiveness of classroom experience

Conduct intellectual and personality assessment of children

Indicate intervention for low performers and problem evokers


37


Sessional Evaluation:

Total Marks: 75

Sessional Tests: 15 + 15 + 10 = 40 Marks

Assignment I (text review) 10 marks

Assignment II (designing workshops) 10 Marks

Assignment III (intervention plan for effective schooling) 10 marks

Class activity and discussion 5 Marks

Terminal Paper (75 Marks)

Course Outline


Tests Dates

1 & 2 Introductions to Educational Psychology

•••• Introduction to School Psychology: An orientation to the

course, an introduction to the role of the school psychologist

•••• History and foundations of the area, and future trends

3 & 4 Application of psychological theories in classroom

•••• Learning Theories, Motivation Theories, contemporary

theories.

Sessional Test-I

5 & 7 Psychological Assessment and measurement in school •••• Behavioral, cognitive, and personality assessment

Text Review

8 & 9 Role and Function of School Psychologist

•••• The role and function of the school psychologist and a mental

health professional and educational specialist

10 Counseling and guidance in schools

•••• Counseling Theories, Counseling Skills for School

Psychologists


38

11 & 12 School as Social System

•••• Social Climate: Examination of the school as a social system

and relationship of the school to community and other

societal institutions, the impact of the school as a socializing

institution

13 Disruptive Behaviors and management

Sessional Test-II

14 & 15 School based Interventions

•••• Strategies for promoting Learning, peer mediated intervention,

promoting social competence and resilience, problem

solving skills

16 Children with Special Needs

•••• Dealing with Special children: disabled, slow learners,

underachievers, high achievers

17 Current Trends and Situation in Pakistani Schools

•••• Evaluation of school structure, functions and need assessment

for effective teaching

Reading Material

• Woolfolk, A. (2004), 9th

edition. Educational Psychology. Pearson Education.India

• Esquiel, G. B., Lopez, E. C., & Nahari, S. G. (2007). Multicultural handbook of school

psychology: an interdisciplinary perspective. New Jersey: Lawrence Erlbaum Associates,

Inc.

• Mangul, S. K. (2007). Essentials of Educational Psychology. New Delhi: Prentice-Hall of

India Pvt. Ltd.

• Merrell, K. W., Ervin, R. A., & Gimpel, G. A. (2006). School Psychology for 21st century.

New York: Guilford Press.

• Peacock, G. G., Ervin, R. A., & Daly, E. J. (2009). Practical Handbook of School

Psychology: Effective Practices for the 21st Century. New York: Guilford Press

• Gretchen Gimpel Peacock Ruth A. Ervin Edward J. Daly III Kenneth W. Merrell, Eds.

(2010), Practical Handbook of School Psychology, The Guilford Press, New York, NY


39

Course code: PY-429

Course: Education and Community

Credit hours 03

Teacher: Raiha Aftab

Course Description

Education psychology is an essential field of psychology. It is the study of the experiences and

behavior of the learner in relation to educational environment. The present course would cover the

role of community in the education of children. Education is an activity that goes in the society.

The course would outline the role that community plays in the education of the normal and

problematic behaviors of student and how can different partnerships help.

Course Objectives

By studying course the will be in a position to understand and then apply psychology in the

education and community setup. They can serve as focal points between children and their

environment (schools and home).


• Field Visit Reports ………15

• Book Review ………15

• Sessional Tests ………20

• Class Project ………20

• Activity Sheets ………05

The class project will be based on application of identified interventions in the community and

making a report of the experience, the intervention and give a presentation of the experiences in

the field.


40

Course Outline


Tests Dates

1 •••• Introduction to Community

2 •••• Education and educational contexts

3 •••• Society and Culture

4-7 •••• Family involvement in childhood education; school- family

interactions

o Sessional One

8 •••• Educators in the Community

9 & 10 •••• Interventions and prevention models

11 •••• Project Presentations

12 & 13 •••• Inclusive education and special educational needs

14 •••• Mainstreaming

o Sessional Two

14 & 16 •••• Behavior problems and dealing with behavior problems

Reading Material

• Getting the buggers to learn by Duncan Grey.

• Articles and handouts given in class.

Resource Material

• Couchenour, D., & Chrisman, K. (2004). Families, schools, and communities: Together

for young children (2nd

ed.). Thompson Delmar learning: Australia.

• Gestwicki, C. (2004). Home, school, and community relations (5th

ed.). Thompson Delmar

learning: Australia

• Long, M., Wood, C., Littleton, K., Passenger, T., & Sheehy, K. (2000). The psychology of

education (2nd

ed.).

• Mann. P. A. (1978). Community psychology: Concepts and applications. Collin Macmillan

Publishers: London.


41

Course code: PY- 433

Course: Assessment, Evaluation, and Intervention

Credit hours 03

Teacher: Saira Khan

Course Description

This refers to the concept of evaluation and assessment that re conducted in educational settings.

The course has been set in a way that allows the students to be familiar with the concepts related

to assessment tools, their administration, scoring and issues involved in selection of tests. The

ideology in that every child being assessed requires to be tested according to the content of

testing.

Course Objectives

By studying this course, students will be in a position to

• Select tests in appropriate situation

• Be able to conduct assessment in the classroom and other educational settings

• Understand and learn the technical strength of various achievement, ability, emotional and

other type of tests.


Student presentation 20 marks

EP Folders 15 marks

Portfolio (Case Report) 30 marks

Sessionals 10 marks


42

Course Outline


Tests Dates

1 •••• Objectives and importance of assessment, Nature and Type of

Assessment-Formal & Informal assessment, Context issues

and trends in Assessment

2 & 3 •••• The role of measurement and assessment in teaching tests used

in assessment

4 & 5 •••• Foundations of Assessment: Instructional goals and objectives,

Assessing educational performance, Case study Method

6 & 7 •••• Basic Consideration and Concepts in Assessment: Reliability

and Validity, Interpreting results, Ethics in Assessment

8 & 9 •••• Case Study Method. Portfolios

10 & 11 •••• Use of Tests In educational Settings

12 & 13 •••• Introduction to intervention programs and Emotional and

Behavioral intervention Programs

14 & 15 •••• Planning and issues related to Evaluation of educational

programs

16 •••• Evaluating Teacher Competencies

Reading Material

• Linn, R.L., & Miller, M.D. (2005). Measurement and assessment in teaching (9th

ed.).

Pearson Education Inc. New Delhi India

• Bentham, S.(2002). Psychology and Education: Routledge Taylor & Francis Group. New

York


43

Course Code: PY-601

Course: Research Methods in Psychology

Credit hours 03

Teacher: Dr. Anil Kamal

Course Description

This course is designed primarily focusing on research designs. It also emphasizes understanding

of the basic concepts and issues pertinent with the objective exploration of socio-psychological

phenomena.

Course Objectives

This course will help students to understand the methodology of scientific research and develop

comprehension of conducting psychological research as part of their main course. Research

methods would facilitate in comprehending the interplay of varying constructs and research

designs which can be employed in any basic or applied research. Moreover, this course assists in

emergent perceptive of research proposals and research strategies.


Presentation of Research Synopsis and its

presentation.

10+10

Assignment and presentation on selected topic 10+10

Test 10

Final Terminal Paper 50


44

Course Outline


Tests Dates

1 •••• Introduction to the course: Scientific and Non-scientific

research

2-4 •••• Conceptual and operational definitions. Formulation of

Hypothesis. Major Paradigms in research.

5-7 •••• Methods of research: (i) History and Archival Research, (ii)

Survey, (iii) Questionnaire based research (iv) Interview and

Narrative based research (v) Single case Design, (vi) Small ‘n’

Research (vii) Single-Factor Experimental designs

8-10 Methods of Research: (viii) Independent group design in

Experimental method (ix) Repeated measure design in experimental

method (x) Complex Design in Experimental Methods (xi) Quasi-

Experimental Designs: Single subject (xii) Quasi Experimental

Design: multiple base live designs

11-13 (xiii) Quasi-experimental Design: Interrupted and Multiple Time

series designs, (xiv) Focus Group Discussion based research. (xv)

Grounded Theory based research. (xvi) Discourse Analysis based

research. (xvii) Ethnographic Research and (xviii) Phemonological

Research

14 •••• Sampling and Data Collection. Probability and Non-

probability samples

Ethical Issues in psychological research: APA standards

15 •••• Research in Psychology-Pakistani Perspective

Reading Material

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.


45

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.

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.


46

Course Code: PY-604

Course: Seminar in Theories of Psychology

Credit hours 03

Teacher: Dr. Rubina Hanif

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.


Sessional test (2) 15 (5+10)

Writ-up (Theory) 10 marks

Seminar 15 marks

Research Proposal 7 marks

Class Activity 3 marks

Course Outline


Tests Dates

1 •••• Brain Storming session

2 & 3 •••• Role of theory and theory construction in psychology

•••• Introduction of significant theories in psychology:

Psychoanalytic, behavioral, humanistic, cognitive approaches

4 •••• How to prepare a research Proposal? (Lecture)

Write-up: A write-up will be prepared comprised of 35-40 pages on

assigned theory. The theories will be selected after extensive

literature review. The content should explain development process,

main themes, current status, and research reviews of theory. Writing


47

approach should be as a critical reviewer of theory not as narrator.

Seminar Presentation: a seminar on theory is required (40-50

minutes). Evaluation will be done on the bases of quality of content,

presenting skills and queries’ defense. Creativity of presenter would

also be awarded additional marks.

Note: Students will select theories of their own choice in the major

areas of Psychology i.e., Social Psychology, Industrial-

Organizational Psychology, Educational Psychology, Clinical

Psychology.

6 & 7 •••• Seminar 1 - 4

8 & 9 Sessional Test-1

• Seminar 5-6

10 & 11 • Seminar 7-10

12 Sessional Test-II

• Class Activity

14 & 15 • Development of research proposal based on the selected

theories

Reading Material

Students will develop a list of books and internet resources accordingly.


48

Course Code: PY-605

Course: Test Development

Credit hours 03

Teacher: Dr. M. Anis-ul-Haque

Course Description

The course is designed to enhance the knowledge of students about test development in

psychology. The main focus is on nature, scope and process of test development with particular

focus on indigenous issues.

Course Objectives

By studying this course students will be able to understand the process of test development in

psychology along with to determine psychometrics. Further, they will also learn adaptation and

application of tests in national contexts.


Sessional test: 10

Class Assignment/Presentation/Project: 17

Class Participation: 03

Mid-Term: 20

Terminal Exam: 50


49

Course Outline


Tests Dates

1 & 2 Nature, Scope and Critique of testing

•••• Brief historical perspective

•••• Nature, use and classification of Psychological Measures

•••• Levels/Scales of measurement

3-5 Item Writing and Item Analysis

•••• Designing and items writing

•••• Item difficulty and Discrimination

•••• Distractor analysis and Guessing

•••• Response bias

•••• Test item bias

•••• Item analysis of criterion-reference tests

•••• Item-response theory

6-8 Validity

•••• Approaches to establish validity

•••• Job Analysis

•••• Legal issues

•••• Incremental validity

•••• Validity Generalization

•••• Factor Analytic Approach

9-11 Reliability

•••• Reliability and ways to assess it

•••• Reliability of raters

•••• Sources of unreliability

•••• Reliability Generalization

•••• Standard Error of Measurement

•••• Relationship b/w reliability and validity

11 Norms

•••• Types and Development of norms

13-14 Translation and Adaptation of Psychological Measures •••• Issues of cross-cultural testing

•••• Translation issues

•••• Ethics and professional issues

15 & 16 Test Development in National Context

•••• Test development at NIP

•••• Test development at other academic/research institutions

•••• Brief review of some selected tests


50

Reading Material

Psychological Testing: Anastasi and Urbina.

Psychological Testing: Principles, applications and issues by Kaplan and Saccuzzo.

Wadsworth.

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

Web Activity

www.ets.org

www.edits.net

http://teststandards.org

Journals

Personnel Psychology

Educational and Psychological Measurement

Journal of Educational Measurement

Journal of Personality Assessment


51

Course Code: PY-621

Course: Cognitive Psychology

Credit hours 03

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 psychology, Historical background

and current developments in cognitive psychology. The purpose is to develop an understanding of

basic cognitive functions, such as attention, perception, memory, thinking, problem solving, and

decision making. Additionally, the course focuses on Research methods in cognitive psychology.

To develop orientation of experimental research in cognitive psychology, students will develop

and carry a small experimental research as group activity.


Article Review: 10 Marks

Project (Group Activity) 20 Marks

Two Class Quiz 10 Marks each


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Course Outline


Tests Dates

1 •••• Cognitive Psychology: History, Methods, and Paradigms

2 •••• The Brain: An Overview of Structure and Function

3 •••• Perceiving Objects and Recognizing Patterns

4 •••• Paying Attention

5 •••• Forming and Using New Memory Traces

6 •••• Retrieving Memories From Long-Term Storage

7 •••• Memory for General Knowledge

8 •••• Concepts and Categorization

9 •••• Visual Imagery and Spatial Cognition

10 •••• Language

11 •••• Thinking and Problem Solving

12 •••• Reasoning

13 •••• Making Decisions

14 •••• Cognitive Development through Adolescence

15 •••• Individual, Aging, and Gender Differences in Cognition

16 •••• Cognition in Cross-Cultural Perspective

Reading Material

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


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GUIDELINES FOR TEACHERS

This booklet contains some basic information regarding the prescribed rules; traditions, expectations

and which the teachers at the National Institute of Psychology (NIP) are supposed to adhere.

Introduction

This brief booklet intends to provide a condensed understanding of NIP’s teaching programs and the

expected role of the teaching faculty. It is envisaged that it would help answering the frequently asked

questions, which any faculty member may like to be answered.

The forthcoming section provides a brief of the university rules and NIP’s traditions

pertaining to teaching practices. Academic staff members and the visiting faculty members are

expected to follow and practice these rules and traditions.

General: Both for M.Sc. and M.Phil Teachers

About Semester System at QAU

1. The academic calendar is divided into two semesters every year:

Spring Semester (February to June)

Fall Semester (September to January)

2. Minimum requirement for a semester is 16 weeks of teaching. 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 also depending upon the holidays and off days falling in a semester.

3. 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:

One Credit hours course will be: 17x1 = 17 hours teaching

Two Credit hours course will be: 17x2 = 34 hours teaching

Three Credit hours course will b: 17x3 = 51 hours teaching

Four Credit hours course will be: 17x4 = 68 hours teaching

4. A student shall be evaluated in each course on the basis of:

(a) sessional marks (50%) and

(b) terminal examination (50%).

5. English is medium of instructions and teachers are expected to deliver lectures in English; however

in order to facilitate understanding of the issues during the discussions the students and teachers

can switch over to Urdu also.


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Attendance of Students

6. Teachers are expected to mark the attendance of the students in each class. Students must attend at

least 80% of the class lectures and 80% of the practicals/tutorials in order to be eligible for

appearing in the terminal examination. The student falling short of required percentage of

attendance shall not be allowed to appear in the terminal examination of the concerned course and

shall be treated as having failed in that course. However, under special and unavoidable

circumstances, the director, on the recommendations of the teacher of the course concerned may

condone the deficiency in attendance upto 5% of the total lectures, practicals and tutorials.

7. The teachers are requested to be careful in taking attendance. As a uniform policy of NIP, the

student arriving late in the class upto 5 minutes; will be marked absent, unless a satisfactory

explanation is provided for the late arrival.

8. Each teacher shall maintain a date-wise record of the attendance of students. At the end of each

calendar month, the teachers should calculate the percentage of attendance and if there is a

deficiency of attendance (less than 80%), the same must be conveyed to the student concerned, in

writing, through the Teaching Coordinator/Director

Regularity and Punctuality by Teachers

9. 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 well in advance.

10. It will be appreciated if the teacher remains accessible to students also outside the classroom,

whenever required by the students. In this way the students may get consultation regarding

assignments/ projects etc.

Preparations for the Teaching

11. Teachers are requested 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 recommend books for the course to be taught.

12. Teachers should share detailed course outline/ requirements with the students in the very

first class of the semester. It will help establishing a good rapport with the students.

13. Teachers are advised to invite guest speakers for certain topics if an especial expertise is required.

However, it must be indicated before well in advance to the director/teaching coordinator.


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Tips for the Teaching Process

14. 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, practicals (classroom and/or field experiments), etc.

15. 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 is not justifiable. Enough time period should also be given

for the completion of the project in accordance with the significance of the assignment.

16. 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.

17. Students should be informed that assignments/ projects are required to be submitted within

announced deadlines.

18. To avoid plagiarism, it should be conveyed to students that if any assignment/ project is

found to copy from any other source, it would be cancelled.

Evaluation Promotion and Grading

19. 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.

20. The minimum passing marks for each course shall be 50%. A student obtaining less than 50%

marks in any course shall be deemed to have failed in that course and the marks obtained in that

course shall not be counted towards the aggregate marks.

21. The terminal examination is held at the end of each semester on the dates to be fixed by the

Controller of Examination of the University.

22. 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.

23. If a student fails to appear in the terminal examination in a course even for medical or any other

reason, he/she shall be treated as absent and failed.

24. A student shall repeat the compulsory courses in which he/she has failed, as soon as the course/s is

offered next.

25. No student shall be allowed to continue the studies beyond six semesters under any circumstances.

26. 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.


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27. There shall be no re-evaluation of the answer books. A student may on the payment of a certain

amount of fee, may get the answer books re-checked for the totaling and for verification that all the

questions have been fully marked. .It will be done in the presence of the concerned teacher,

director/chairperson and controller of examination, with in one month of the declaration of the

results

For M.Sc Teachers Only

Credits for M.Sc courses

28. From this semester onward English proficiency (Py-001) has been considered as credit hour

course, previously it was being taught as non -credit course.

29. The course of study for M.Sc is spread over four semester minimum and maximum six semesters.

Student must pass 63 credits with in that time. A course of one credit means one hour of lecture or

three hours of laboratory work per week, for at least 16 weeks

30. A student shall be required to pass at least 12 credits of course in each of the 1st and 2

nd semester

failing which the student shall be deemed to have failed in the respective semester.

31. A student shall be required to pass 9 credit of course work in each of the 3rd

and 4th semester failing

which the students shall be deemed to have failed in the respective semester.

Non-Teaching Courses for M.Sc

32. There are three non-teaching but compulsory courses at M.Sc level, viz, Internship, Research

Projects and Comprehensive Examinations.

33. Internship during the summer vacations between third and fourth semester provide an opportunity

to the students to establish a contact with the real professional world. During the fourth semester

the students will submit a write-up about their work experience during the internship. The

evaluation is done by the in charge of their work place, the internship supervisor, director and a

senior faculty member.

34. A research project/thesis of 6 credits is a requirement for M.Sc degree. Each student opts for an

independent individual research under the supervision of a teacher. The topic and supervisor for

the research is assigned to the student during the third semester and final report/thesis will be

submitted in spiral/loose binding by the end of the fourth semester or on/before the date announced

by the university.

35. Evaluation of the research work will be done by a panel of examiners consist of the supervisor,

director and an external examiner proposed by the director and selected by the VC.


57

36. A comprehensive examination will be conducted during the terminal examination of the fourth

semester. This paper will be based on the MCQs, from all the courses studied during the four

semesters.

37. Therefore the teachers are requested to prepare a sufficient number of MCQs (as requested by the

teacher in charge/Teaching coordinator), at the end of their teaching, to contribute for developing a

item-pool for the Comprehensive Examination Paper.

Evaluation and Promotion

38. A student failing to pass 60 credits of course work at the end of the 4th semester, shall be required

to join the 5th semester. In that she/he can attend 9 credits of course work at the maximum or all the

remaining credits if these are of less than 9 credit hours. Failing to overcome the credit hour

deficiency in this manner, the students shall be deemed to have failed in that semester.

39. Presently most of the courses at NIP are of three credit hours. However, as a consequence of

course revisions, which are a necessary activity for the growth of the teaching process, changes

may appear in the credits of a particular course. However, total marks for a course will be based on

the number of credits of that course. For each credit the total marks shall be 50.

40. Following table summarizes course credit value and the total marks assigned to a course:

Credit Values Marks of Sessional Marks of Terminal Total

1-Credit 25 25 50

2-Credits 50 50 100

3-Credits 75 75 150

4-Credits 100 100 200

41. Thus total credit hours for the Master’s degree shall be 60 and therefore the maximum marks shall

be 3000.

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

‘B’ and 50% to 59.4% grade ‘C’ in that course. The overall performance of a student shall be

graded in the same manner.

For M. Phil Teachers Only

Credits for M.Phil Courses

43. M. Phil. students shall complete 24 credit courses in two semesters and a dissertation of 26 credits

based on a research by the end of the fourth semester


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44. Thus the MPhil course is based on 50 credit hours to be passed during four semesters.

45. However, an extension of two semesters is possible on the recommendation of the supervisor and

approval of the director.

46. During the first semester compulsory courses (12 credit hours) will be offered and in the second

semester optional courses (12 credit hours) will be offered. Thus the course requirement will be

completed within two semesters.

47. Each course will carry 100 marks of which 50 will be for sessionals and 50 will be for the terminal

examination.

Research Thesis

48. Each student shall conduct a research work under an assigned supervisor, appointed by the ASRB

on the recommendation of the director. Student shall select a research topic recommended by the

supervisor/director and approved by the ASRB

49. Supervisor shall submit progress reports at the end of the third and fourth semester. Two

consecutive negative reports will cease the studentship.

50. Supervisor can recommend an extension up to two semesters in deserving cases. However, an

extension beyond six semesters shall not be granted under any circumstances.

51. Viva-voce in defense of the dissertation shall be conducted by a panel consist of the supervisor,

director and an external examiner.

Evaluation and Promotion

52. The minimum pass marks for each course shall be 50%. Candidate securing 80% marks or more

shall be placed in Grade ‘A’ those securing 65% or more but less than 80% marks in Grade ‘B’ and

those securing 50% marks or more but less than 65% marks in Grade ‘C’.

53. A student obtaining less than 50% marks in any course, shall be deemed to have failed in that

course, and shall have to repeat the same course, if it is a compulsory course. He/She will be asked

to repeat the same or take an alternative course, if the course in which he/she fails is an optional

course, provided that he/she has maintained the cumulative Grade Point Average of 2.5, which is

equivalent to 55% of marks. Letter ‘F’ shall show failure. In the transcript. A student failing to

emanation GPA of 2.5 in the first semester will cease to be the student of the University.

54. In addition to a satisfactory Progress Report in the 3rd

semester, an M. Phil. student must continue

to maintain a CGPA of 2.5 on the basis of course works taken up in that semester.

55. A cumulative grade point average (CGPA) at the end of the semester shall be the average of the

GPA of all the courses passed during that semester. If CGPA is less than 2.5 he/she shall cease to

be an M. Phil. Student.


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Documents

SCHEME OF STUDIES - NIP€¢ Measures of Central Tendency and Measure of Variability • Probability and its application in social sciences • Inferential Statistics • Non-parametric