Department of Clinical Psychology, University of Dhaka
2021-22 and onward
Course length: Three (03) years.
Summary of Course Structure
Course no.
Course Title
Credits
Marks
Group
CPSY 701.1
Clinical Psychology Service Development
Strategies
2
50
Group 1
CPSY 701.2
Policy and Professional Issues of
Clinical Psychology in Bangladesh
2
50
CPSY 702.1
Quantitative Research Design
2
50
Group 2
CPSY 702.2
Qualitative Research Design
2
50
CPSY 703.1
Clinical Neuropsychology
2
50
Group 3
CPSY 703.2
Community Mental Health
2
50
CPSY 703.3
Paediatric and Clinical Child Psychology
2
50
CPSY 704.1
Advancement in Psychotherapy :
Theory and Practice
2
50
Group 4
CPSY 704.2
Experimental Psychopathology
2
50
CPSY 704.3
Psychology of Self and Interpersonal
Relationship
2
50
CPSY 705.1
Philosophy of Research Design
Non-credit
Compulsory
Additional Requirements for the Department of Clinical Psychology
PhD students enrolled at the department of clinical psychology will be subjected to the following requirements additional to the general requirements set for the PhD student by the University of Dhaka.
- PhD Students have to take one course from each of the four groups along with the mandatory non-credit course in their 1st year of enrolment as part of their PhD course work.
- As a mandatory requirement for the completion of PhD, each candidate has to select and work on one specialist area to develop a specialized clinical psychology placement on that area. Selection of such area for specialized placement development should be finalized in consultation with candidate's clinical supervisor and the PhD advisory committee at the Department of clinical psychology, DU. The candidate must submit a satisfactory placement development report detailing on the clinical work, process of development, relevant assessment(s), guideline(s) on intervention delivery, plan on sustainability. The report should be submitted to the PhD advisory committee at the department of clinical psychology
- There will be a yearly review of each PhD candidate’s progress towards the achievement of obtaining the PhD degree, which will be organized and monitored by the PhD advisory committee of the department.
- A PhD student would be expected to publish at least two research papers in a standard professional journal related to his/her chosen area or sub-specialty area, either as main author or as co-author, during the studentship of PhD period, to demonstrate his/her growth as a PhD student in the field of clinical psychology.
- Besides this syllabus, all other Dhaka University rules and regulations adopted for PhD candidates will be applicable for the PhD candidates at the Department of Clinical Psychology.
17 courses · 20 credit hours across 3 terms
Code
Course title
Credits
CPSY. 701
1. Clinical Psychology Service Development Strategies
2
CPSY 701.1: Clinical Psychology Service Development Strategies
(Optional, 2 Credits, 50 Marks)
Course Objectives
This course will help students to make them familiarize with the recent advancements in clinical psychology topics. It will include knowledge and skills related to assessment, intervention, and models of service development and delivery appropriate for the local cultural context.
Specific Objectives
This course aims to help the students learn
Policies and practices in health care system.
Current advancement in professional issues related to clinical psychology.
Cross-cultural perspective in psychopathology.
available models in clinical psychology service development and delivery.
To conceptualize the need and intervention procedure appropriate for indigenous culture for service development.
To conceptualize the implementation of clinical psychology in diverse clinical and service setups.
Steps of service development especially appropriate for the local cultural context.
To understand the necessity for conducting and consuming research to develop appropriate service for local context
To identify contextual factors, associated with need assessment, service development, service delivery and service evaluation.
Cultural and contextual issues in making clinical and legal judgment and reporting.
Instructional Strategies
Participatory Lecture (30)
Group Discussion/ Problem solving (infused into the lecture classes)
Assignment (1-2) (i.e., seminar presentation based on field study)
Hands on training
Assessment Methods
Final Examination - 50 marks (examination after completion of teaching period)
Learning Outcomes
After completing this course, the students will be able to
Describe policies and practices in health care system.
Describe recent advancement in professional issues related to clinical psychology.
Recognize cross-cultural perspective of psychopathology
Implement the appropriate model of clinical psychology service delivery for the local cultural context.
Demonstrate skill in the assessment and intervention procedure appropriate for indigenous culture specific context for the development of service.
Implement the clinical psychology in diverse clinical and service setups.
Follow the proper steps of service development especially appropriate for the local cultural context.
Appreciate the necessity for conducting and consuming research to develop appropriate service for local context
Identify the emerging practical issues in the process of service development
Demonstrate the skill to work with/incorporate multi-professional in the process of clinical psychology service development.
Identify cultural and contextual issues in making clinical and legal judgment and reporting.
Course Content and Class Distribution
Content
Class*
Method**
1
Contemporary trends in Clinical Psychology – professional issues
Psychologists, politics and hospitals
Psychology and health care system
Educational preparation and clinical training within a medical setting
Structure and authority of hospitals
Professionalism in medical setting
4
PL
2
Assessment and diagnosis of psychopathology from indigenous culture specific context
Cross-cultural perspective in psychopathology
Critical appraisal of classification models as adopted by DSMs and ICDs
International and cross-cultural perspectives on assessment and diagnosis of abnormality
Different domains of assessment—
Assessment of intelligence
Personality assessment
Behavioural assessment
Clinical judgment process, interpretation, and writing clinical report
4
PL
3
Models of psychological interventions
Philosophical and theoretical issues
Scientific knowledge base transformed into psychotherapeutic techniques and clinical skills
Course of clinical interventions
Review of psychotherapy process research
What works for whom?
4
PL
4
Evidence-Based mental Health Practice
Principles of evidence based mental health treatment
Emergence of evidence-based mental health treatment
Clinical decision making and the evidence-based practitioner
Evidence in intervention science
What are the common features of evidence-based practices?
How does a practice become evidence-based?
Developing and sustaining evidence-based systems of mental health services
Interface of cultural competency and evidence-based practices
Evidence-based practices for families of individuals with severe mental illness
4
PL
5
Clinical psychology in medical settings
Marketing psychological services in hospitals
Quality assurance and the clinical health psychologist
Financial efficacy of psychological services in health care settings
Computers in psychological practice
4
PL
6
General clinical issues—practical aspects
Critical issues in consultation and liaison: Paediatrics
Critical issues in consultation and liaison: Adults
Emerging issues in women’s health
Emerging issues in the care of elderly
Adherence to self-care regimens: the patient’s perspective
4
PL
7
Issues and Templates for clinical psychology service development
Toward program development: an integration of science and service in medical setting
Psychological evaluation and testing services in medical settings
Development of an eating disorder program
Integration of clinical psychology into adult and paediatric Oncology programmes
Cardiovascular disorders: Hypertension and coronary heart disease
Psychological components rehabilitation programmes for Brain-injured and spinal-cord injured patients
Development of a chronic pain management clinic: psychological assessment and intervention.
6
PL
Total
30
Note: *Per class 90 minutes; **PL=Participatory lecture
Suggested readings
Drake, R. E. , Merrens, M. R. , & Lynde, D. W. (Eds.). (2005). Evidence – Based Mental Health Practice. W. W. Norton & Company, New York.
Sweet, J. J., Rozensky, R. H., &Tovin, S. M. (Eds.). (1991). Handbook of Clinical Psychology in Medical Settings. Plenum Press, New York.
CPSY.7 01
2. Policy and Professional Issues of Clinical Psychology in Bangladesh
2
CPSY 701.2: Policy and Professional Issues of Clinical Psychology in Bangladesh
(Optional, 2 Credits, 50 Marks)
Course Objectives
Clinical psychology in Bangladesh is passing through its 3rd decade. This course will help students to get oriented on the historical development of Clinical Psychology as a profession as well as to learn strategies for further development in the context of Bangladesh.
Specific Objectives
This course aims to help the researcher to learn
professional issues and strategies adopted in developing the profession of psychology in general and clinical psychology in particular
the historical development of clinical psychology
the prosses of development of Clinical Psychology as a profession around the world.
socio-political and cultural dynamics of professional standards in clinical psychology
the outline of emerging potentialities, challenges and trends in the clinical psychology profession
strategies for ensuring growth and expansion by overcoming barriers in the development of clinical psychology profession in Bangladesh.
Ethical, political and cultural dilemma related to Clinical Psychology profession.
contextualization of psychology and applied psychologies in Bangladesh: Indigenization vs internationalization
Contextual forces in the development and selection of practice models in the clinical psychology
Instructional Strategies
Theoretical Lecture (20 hours)
Group Discussion/ Debate / Problem solving
Audio-visual aids, oral presentations
Written Assignment (1-2)
Learning Outcomes
After completing this course, the researcher will be able to
outline and review the historical development of professional issues in clinical psychology in Bangladesh
appreciate the rules that govern professional standards
Recognize, outline and review the historical development of professional issues in clinical psychology in Bangladesh
describe and orient others on the developmental prosses of Clinical Psychology as a profession around the world and in Bangladesh.
identify emerging potentialities and trends in clinical psychology profession across the globe.
devise strategies for ensuring growth and development of professional identity for clinical psychologists in Bangladesh.
identify ethical, political and cultural dilemma related to practice in Clinical Psychology.
contribute in taking clinical psychology profession one step further.
engage into life-long personal and professional development in the practice of clinical psychology.
Course Content and Class Distribution
Content
Class*
Method**
1
Milestones in the historical development of clinical psychology
2
PL
2
Global issues in psychology as a profession,
2
PL
3
Professional issues in clinical psychology: the Bangladesh scenario
2
PL
4
Understanding the dynamics of changes and developments in professional standards
2
PL
5
Challenges and barriers to the development of psychology profession in Bangladesh
2
PL
6
Indigenization vs. internationalization-- of psychology and applied psychologies for Bangladesh.
2
PL
7
Developmental focus of clinical psychology: context and directions
Reactive and proactive forces in the development of psychology in Bangladesh: individual, societal, cultural and state level factors.
curative vs preventive focused model in the development of psychology in Bangladesh.
the growth of clinical psychology profession in Bangladesh: implications of holistic and multidisciplinary approach
3
PL
8
Growth of the professionals in the development of profession
Developing a professional identity as a clinical psychologist: integrating the personal and professional issues
Through the looking glass: reflections on the transition from a trainee to a qualified clinical psychologist
Professional and personal identities as clinical psychologist: being human
Understanding the broader role of clinical psychology: professional issues across practice
3
PL
9
Future directions in the development of clinical psychology profession in Bangladesh
2
PL
Total
20
Note: *Per class 90 minutes; **PL= Participatory lecture
Reading material for this course will be supplied in the class.
CPSY. 702
1. Quantitative Research Design
2
CPSY 702.1 Quantitative Research Design
(2 Credits, 50 Marks)
Course objectives
This course is designed to enable the students with advanced knowledge and skills in the research field. They will be oriented with contemporary policies, practices, and advancement in quantitative research around mental health.
Specific Objectives
This course aims to help the students learn
and be reoriented about the general and specific skills and knowledge of quantitative research
recent development in theory, policy and practice of psychometry.
research designs associated with creating impact in larger community and mental health service development and delivery.
knowledge around management of data from preparation, collection, analysis and interpretation.
advanced data analysis techniques such as analysis of multivariate data, structural equation modelling, panel data analyses.
Conceptualize the use of large data sets and secondary data in research
Understand the use of published findings in generating concrete knowledge
Instructional Strategies
Participatory Lecture (30)
Group Discussion/ Problem solving (infused into the lecture classes)
Assignment (1-2)
Hands on training
Assessment Methods
Final Examination - 50 marks (examination after completion of teaching period)
Learning Outcomes
After completion of this course, students will be able to
recognize and recall the general and specific skills and knowledge of quantitative research
identify recent development in theory, policy and practice of psychometry.
Select research design associated with creating impact in larger community and mental health service development and delivery.
Describe the knowledge around management of data from preparation, collection, analysis and interpretation
Implement the advanced data analysis techniques such as analysis of multivariate data, structural equation modelling, panel data analyses
use of large data sets and secondary data in research
use of published findings in generating concrete knowledge
Course Content and Class Distribution
Content
Class*
Method**
1
Review of general and specific research skills and knowledge previously acquired
8
PL
2
Recent development and concerns in psychometry
3
PL
3
Creating impact with research
Randomized Controlled Trial
Action research
Implementation science
Research in service planning
Evaluation research
(13)
3
2
4
2
2
PL, Assignment
4
Working with data
Perquisites of quality data (accurate and valid data, training, representativeness, sample size estimation)
Preparing data
Analysing data
Interpreting data
4
PL
5
Advanced analysis techniques
Multivariate analysis,
Structural equation modelling,
Analysing panel data
9
3
3
3
PL
PL
PL
PL
6
Making sense of data and research findings
Using MIS and other dataset in research
Review research
Meta-analysis
5
PL, AS
Total
42
Note: *Per class 90 minutes; **PL= Participatory lecture, **AS= Assignment
References
Andy Field (2013) Discovering Statistics using IBM SPSS Statistics (4th Edition). Sage
Comer, J. S., & Kendall, P. C. (Eds.). (2013). The Oxford Handbook of Research Strategies for Clinical Psychology. Oxford University Press.
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge
Joseph F. Hair Jr, William C. Black, Barry J. Babin, Rolph E. Anderson (2010) Multivariate Data Analysis (7th Edition). Pearson
Millsap, R. E., &Maydeu-Olivares, A. (Eds.). (2009). The SAGE handbook of quantitative methods in psychology. Sage
Robert Ho (2013). Handbook of Univariate and Multivariate Data Analysis with IBM SPSS. Chapman and Hall/CRC.
Rust, John, and Susan Golombok (2014). Modern psychometrics: The science of psychological assessment (3rd edition). Routledge
Frees, E. W. (2004). Longitudinal and panel data: analysis and applications in the social sciences. Cambridge University Press.
Byrne, B. M. (2010) Structural equation modelling with AMOS.2nd edition
Forman, S. G. (2015). Implementation of mental health programs in schools: A change agent's guide. American Psychological Association.
CPSY.70 2
2. Qualitative Research Design
2
CPSY 702.2: Qualitative Research Design
(2 Credits, 50 Marks)
Course Objectives
This course is aimed at developing advanced knowledge and skills related to conduction of qualitative research in an independent manner.
Specific Objective
This course aims to help the students learn
different perspectives and their impact on research approaches
different qualitative research designs.
use and suitability of qualitative research design in advancing knowledge
use of qualitative designs as complimentary to quantitative designs
different methods of data collection used in qualitative research
analytic techniques used in qualitative research
criteria related to quality standards in conducting and reporting qualitative research
Instructional Strategies
Participatory Lecture
Group Discussion
Assignment
Training
Assessment Methods
Examination - 50 marks
Learning Outcomes
After completing this course, the students will be able to
appreciate the role of qualitative research in advancing knowledge
differentiate between different qualitative research designs.
select appropriate qualitative research design in line with objectives of the research
appreciate the interplay of different contextual and resource concerns in choosing a specific qualitative research design
independently design and carryout qualitative research projects.
adopt a suitable method of data collection fitting to the research design
carryout computer assisted analysis of qualitative data
maintain quality standard in conducting qualitative research
prepare qualitative research report
Course Content and Class Distribution
Course content
Class*
Method**
1
Introduction to qualitative research
Overview of qualitative research
History of qualitative research
Philosophy of qualitative designs
Approaches to qualitative research
4
Lecture, DS, AS and PS
2
Planning and designing qualitative research
Analysing topic, problem analysis, mind map
Sampling
Resources
Quality control
6
Lecture, Training
3
Collecting qualitative data
In depth interview
Focus group discussion
Observation
Projective techniques: Photo elicitation, Zmet,
Other tools: Mapping, Spider web, Photo voice
6
Lecture, Training, AS
4
Analysing qualitative data
Content analysis
Pattern matching
Discourse analysis
Using software in analysing qualitative data
6
Lecture, demonstration, practice
5
Writing qualitative research report
4
Lecture, training, AS
Note: *Per class 90 minutes; **DS=Discussion, **AS= Assignment, **PS= Presentation by students
Special Assignment.
Each student will propose and design a small-scale qualitative project. Individual assignment carried out at different parts of the course will contribute to the project. At the end of the course each student will submit a qualitative research report based on the research project carried out throughout the course.
Suggested readings
Glaser, B. & A. Strauss (1967). The discovery of grounded theory: strategies for qualitative research. New York: de Gruyter.
Corbin, J. & Strauss, A. (2008) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd Edition) Sage.
Creswell, J. W., and Poth, C. N. (2017) Qualitative Inquiry and Research Design Choosing Among Five Approaches 4th Ed. Sage
Stewart, D. & P. Shamdasani (1990). Focus groups. Theory and practice. London: Sage.
Yin, R. K. (1994). Case study research. Design and methods. London: Sage.
Wengraf, T. (2001). Qualitative research interviewing. Sage Publications.
Wolcott, H. F. (2001). Writing up qualitative research. Sage Publications.
CPSY. 703
1. Clinical Neuropsychology
2
CPSY 703.1: Clinical Neuropsychology
(Optional, 2 Credits, 50 Marks)
Course Objectives
This course is aimed at developing knowledge and skills on Brain – Behaviour relationship as the basis of clinical neuropsychology. And to promote biopsychosocial model of clinical case conceptualization and treatment of psychological disorders rooted either on neuropathology or psychopathology.
Specific Objectives
This course aims to help the students learn
Historical and philosophical perspectives of Neuropsychology and neurosciences
Functions of Clinical Neuropsychology
Neuroanatomy and neurophysiology
Functions of brain and neurological basis of behaviour
Acquired Brain Injury and other types of Neuropathology
Immediate and long term cognitive, emotional, behavioural consequences of Brain damage
Principles and strategies of Neuropsychological assessment and testing
Neuropsychological assessment batteries
Principles and strategies of neurorehabilitation for brain injury patients
Multidisciplinary team approach in Neurorehabilitation.
Instructional Strategies
Theoretical Lecture (40 class/60 hours)
Practical training on neuropsychological assessment (5 days /30 Hours)
Practical training on Neurorehabilitation (5 days/30 hours)
Assignment: Case handing with Supervision
Assessment Methods
Training attendance (non-credit)
Assignment completion (non-credit)
Seminar Presentation (non-credit)
Examination - 50 marks (after completion of teaching period)
Learning Outcomes
After completing this course, the students will be able to
Appreciate the need for understanding historical and philosophical perspectives in neuropsychology and neurosciences
comprehend the functions of Clinical Neuropsychology
describe the neuroanatomy and physiology of normal as well as pathological brain with potential causes such as Traumatic Brain Injury, stroke, brain tumour, infection, Alzheimer’s disease etc.
identify and describe the cognitive, behavioural and emotional consequences of brain injury.
Conduct neuropsychological assessment and testing
demonstrate conceptualization and formulation of psychological problems from clinical neuroscience perspective.
Develop and implement the treatment/neurorehabilitation plan in collaboration with multidisciplinary team.
Appreciate the role and need for multidisciplinary team approach in Neurorehabilitation
Course Content and Class Distribution
Content
Class*
Method**
1
Introduction to Neuropsychology
Perspectives and history of neuropsychology
Origins of human brain and behaviour
Cognitive neuropsychology and neuroscience
Behavioural neuropsychology
Neuropsychiatry
Clinical neuropsychology
Roles for clinical neuropsychologists
4
PS and SGD
2
Brain-Behaviour Relationships
Organization of the nervous system
Cellular organization of nervous system- Brain’s electrical activity, Brain imaging
Bio-chemical activity of the brain—Mental illness and neurotransmitters, blood brain barrier Drugs and barriers to their influences, Classification of psychoactive drugs
4
PS and SGD
3
Cortical Organization of the brain
Principles of Neocortical function
Lobes in the brain
Hemispheres in the brain
Principles of Cerebral Asymmetry
3
PS, SGD and Practical demonstration
4
Higher order functions of the brain and their disorder
Memory
Language
Emotional process
Spatial behaviour
Attention, Imagery and Consciousness
Executive functioning
6
Case Presentation, lecture
5
Issues and Abnormalities
Development of functions- brain injury and development
Learning disabilities- Hyperactivity, and causes of learning disabilities
Recovery of function- incidence of brain damage and prospects for recovery, recovery in the cortex, mechanism underlying recovery
Neurological disorders—Traumatic and non-Traumatic Brain Injury, Post concussions syndrome, Epilepsy, Tumours, Headache, Infectious disease of the brain , Disorders of motor neurons, Disorders of sleep
Psychiatric and related disorders—Schizophrenia, Affective disorders, Motor disorders, Alzheimer’s disease, , Parkinson’s disease, Dementia,
7
Case Presentation, lecture,
6
Neuropsychological Assessment
Major approaches to assessment for cognition, emotion and behaviour
Neuropsychological examination: procedures
Neuropsychological examination: interpretations
Neurobehavioral variables and diagnostic issues – problems of differential diagnosis
5
Presentation, skills training, practical demonstration, AS
7
Neuropsychological Assessment Techniques – Test Batteries
Orientation and attention
Perception
Memory
Verbal functions and language skills
Construction
Concept formation and reasoning
Executive functions and motor performance
Batteries for the assessment of brain damage
Observational methods, rating scales, and interventions
Test of personal adjustment
Testing for functional complaints
5
PS, skills training, practical demonstration, AS
8
Neuropsychological Interventions and Rehabilitation
Rehabilitation psychology
Principles of neuropsychological interventions and rehabilitation
Approaches to rehabilitation – institutional vs. Community based
Multidisciplinary team in neuropsychological rehabilitation Evaluation of success in neuropsychological rehabilitation
Rehabilitating cognition, emotion and behaviour
Rehabilitating progressive and non-progressive condition of brain
Rehabilitating cognitive, emotional and behavioural disorders
6
PS, skills training
Total
40
Note: *Per class 90 minutes; **SGD= small group discussion, **PS= Presentation by students, **AS= Assignment
Suggested readings
Principles of Human Neuropsychology, G. Dennis Rains, McGraw Hill(2002) International Edition
CPSY.70 3
2. Community Mental Health
2
CPSY 703.2: Community Mental Health
(Optional, 2 Credits, 50 Marks)
Course Objective
Community Psychology is dedicated to the development of a knowledge base that can be used to implement and evaluate culturally congruent human-service programmes. Community psychology is associated with the community mental health movement. Through this course, PhD level candidates in clinical psychology will learn to think beyond individual approach, and will acquire the perspectives to incorporate Microsystems, organizations, localities, and macro-systems—in their research and services, that would focus on the public health approach, that is, to the prevention of mental illness and mental health problems.
Specific Objective
This course aims to help the researchers learn
The core features of community psychology and the role of clinical psychologists in bringing desired change for the community
The organisms of community including micro and macro-system and integrate this in designing and conducting action research to enhance preventive mechanism for the community.
Different theories of health-related behaviour to understand the underlying psychological process of the behaviour of the community related to health and illness.
How social belief and structure influence health and illness of the community people especially their risk-taking behaviour and management of other chronic illness.
How cultural context shape community people’s knowledge, attitude and personality and its relation to recognize health risk behaviour (e.g., domestic and community violence) and their management strategies.
understand powerlessness and alienation in a community leading to helplessness and distress causing health hazards.
Instructional Strategies
Participatory Lecture (25)
Group Discussion/ Problem solving (infused into the lecture classes)
Assignment (1-2)
Assessment Methods
Final Examination - 50 marks
Assignment (non-credit)
Learning Outcomes
After completing this course, the students will be able to
Describe the features of community psychology as a profession and initiate the functions of clinical psychologists for different community.
Design and implement prevention strategies according to the community need related to their health
Compare and contrast the different psychological models of health-related behaviour and their implications in the community.
Formulate community people’s health and illness behaviour using specific psychological construct like Disease-Prone Personality, Dispositional Optimism and related other concepts.
Explore indigenous knowledge and practice and develop appropriate strategies to prevent community problems and illness
Develop strategies how to make community more resilient through providing training to the community people and facilitates better future for them.
Take preventive measures to overcome powerlessness and alienation in a community leading to helplessness and distress causing health hazards.
Course Content and Class Distribution
Course content
Class*
Method**
1
Key concepts in community mental health
Community psychology
1
PL
Levels of analysis for community psychology: Individuals, micro-systems, organizations, localities, macro-systems etc.
3
PL
Public health perspective of prevention of mental illness and promotion of mental health
Common-Sense Models of Illness: the example of hypertension;
Reciprocal nature of risk behaviour cognitions: what you do shapes what you think and vice versa.
Testing four competing theories of health-protective behaviour
2
PL
Health Beliefs and Health Behaviour:
Stage theories of health behaviour—conceptual and methodological issues;
In search of how people change—application to addictive behaviours;
Reasoned action and social reaction—willingness and intention as independent predictors of health risk;
2
PL
Health information processing:
Understanding the impact of risk factor test results: insights from basic research programme;
Defensive processing of personally relevant health messages
2
PL
3
Social influence on health and illness: social comparison and social norms
Social comparison in adjustment to breast cancer
Predicting young adult’s health risk behaviour
Pluralistic ignorance and alcohol use on campus: some consequences of misperceiving the social norm
Social comparison and affiliation under threat: effects on recovery from major surgery
3
PL
4
Social Support and Health and Illness
Social relationship and health
Psychological models of the role of social support in the aetiology of physical disease
Psychology of Changing Behaviour—
Experimental evidence for stages of health behaviour changes
Attributions of responsibility and persuasion
Inducing hypocrisy as a means of encouraging to change behaviour
Systematic influence of gain-and-loss-framed message on interest in and use of different types of health behaviour
3
PL
5
Culture, Personality and Health
The “Disease-Prone Personality”: a meta-analytic view of the construct
Hostility and health: current status of a psychometric hypothesis
Dispositional optimism and recovery from coronary artery bypass surgery: the beneficial effect on physical and psychological well-being
Writing about emotional experiences as a therapeutic therapeutic process
Cultural/social cognition—attitude, prejudice and stereotyping and its relation to healthy/unhealthy community relations and behaviour: understanding the roots of community violence
Culture, personality and its relation to self-harm or suicide – assessment and prediction of suicide in cultural context
3
PL
6
Strategy for the prevention of mental illness and promotion of community mental health
Primary prevention, secondary prevention and tertiary prevention
Alternative models of prevention: Research on prevention
1
PL
Methods of community level intervention for change and development
Consultation
Applying the knowledge of political psychology (e.g., to reveal the roots of powerlessness or learned helplessness of a segment of people in a community), and thus restore the power balance, and thus overcome the learned helplessness of the marginalized group
Building healthy community and promoting community mental health through accumulating indigenous knowledge and negotiating the right balance of power among the community sub-groups, and by empowering them from within and between
Community alternatives to hospitalization
Training of community psychologists, community mental health workers and related paraprofessionals
The future of prevention
2
PL
Total
25
Note: *Per class 90 minutes; ** PL= Participatory lecture
Suggested readings
<
CPSY.7 03
3. Paediatric and Clinical Child Psychology
2
CPSY 703.3: Paediatric and Clinical Child Psychology
(Optional, 2 Credits, 50 Marks)
Course Objective
The major theme and objectives of this course in would be to explore empirical and/or clinical evidence to clarify and understand the following issues related to Paediatric and Child Clinical Psychology.
Specific Objectives
This course aims to help the students learn
Comprehend similarities and differences between paediatric and clinical child psychology.
Understand differences in service delivery modes in response to the need of the children and adolescents.
Conceptualize the major assessment methods used in paediatric and clinical child psychology.
Conceptualize major forms of interventions employed in helping children and adolescents.
Understand the importance and strategy relevant to assess effectiveness of intervention with children and adolescents.
Conceive the future trends for paediatric and clinical child psychology—in the context of Bangladesh, cross-culturally, and internationally.
Understand his/her role in enhancement of service development in paediatric and child psychology through contribution in policy and practice.
Instructional Strategies
Participatory Lecture (30)
Group Discussion/ Problem solving (infused into the lecture classes)
Assignment (1-2) (i.e., seminar presentation based on field study)
Hands on training
Assessment Methods
Assessment – Please add list
Final Examination - 50 marks (examination after completion of teaching period)
Learning Outcomes
After completing this course, the students will be able to
Draw comparison between paediatric and clinical child psychology.
Distinguish between differ service delivery mode in working with children and adolescents.
Demonstrate skills in assessment methods used in paediatric and clinical child psychology.
Use major forms of interventions that are employed in paediatric and clinical child psychology
Conduct the evaluation on the effectiveness of the major interventions used in paediatric and clinical child psychology
Appreciate changes in the trends for paediatric and clinical child psychology—in the context of Bangladesh, cross-culturally, and internationally.
Take a role as a consultant to the professional field of paediatric and child clinical psychology- nationally and internationally.
Course Content and Class Distribution
Content
Class*
Method**
1
The perspectives of development
Normal development
Developmental disorders
Developmental psychopathology
Development under impoverished conditions
Ensuring optimal development and recovery form psychopathology
3
PL
2
Overview of paediatricand Clinical Child psychology
Historical development of paediatric and clinical child psychology
Cross-cultural perspectives
Training and competencies of paediatric and clinical child psychologist
Professionals roles of paediatric and clinical child psychologist
Models of illness, health promotion and behaviour change
Cross cutting issues in paediatricand Clinical Child psychology
6
PL
3
Practice context for the paediatricand Clinical Child psychology
Consultation and collaboration in hospital settings
Working in a multidisciplinary team
Comorbid medical conditions
Organizational issues
3
PL
4
Practice issues in paediatricand Clinical Child psychology
Assessment models and standards
Intervention models and supervision
Communication and referral
Equity in practice: economic, ethnic, and cultural disparities
Ethical issues in clinical practice
Practice in Bangladesh context
4
PL
5
Policy issues in paediatricand Clinical Child psychology in Bangladesh
Legislations relevant to clinical child psychology practice in Bangladesh
Comparative analysis of local, regional and international laws
3
PL
6
Future direction in paediatric and clinical child psychology
Global and international trends
Innovation and indigenization
Research agenda
3
PL
Total
22
PL
Note: *Per class 90 minutes; **PL= Participatory lecture
Suggested readings
Roberts, Michael C., Brandon S. Aylward, and Yelena P. Wu, eds. (2014) Clinical practice of paediatric psychology. Guilford Publications.
Wyse, D. (2004). Childhood Studies: An Introduction. Blackwell Publishing, London.
Herbert, M. (199, 2nd Ed.). Clinical Child Psychology: Social Learning, Development and Behaviour. John Wiley & Sons, New York.
Lyman, R. D. ;&Hembree- Kigin, T. L. (1994). Mental Health Interventions with Preschool Children. Plenum Press, New York.
CPSY. 704
1. Advancement in Psychotherapy: Theory and Practice
2
CPSY 704.1: Advancement in Psychotherapy: Theory and Practice
(Optional, 2 Credits, 50 Marks)
Course Objectives
This PhD level course will explore and review the models of psychotherapy – starting from the theoretical and philosophical basis of each model to its practice. The course content will focus on the theory of psychopathology, as well as the theory of healing, as described or presented by each psychotherapeutic model. The course will encourage each learner to choose or construct his/her own models of therapy in the cultural context of his/her own clinical practice – at individual level, or at beyond individual small group or larger group level: such as, community, organization or institution.
Specific Objectives
This course aims to help the student to learn
to develop a critical understanding of the history and interrelationship of knowledge, theory and practice in Psychotherapy.
the content and the process of psychotherapy specific to each theoretical model
empirical and practical aspects of psychotherapy
understands contemporary theories, approaches, strategies, and techniques in psychotherapy which are effective in working with specific populations or client groups.
case conceptualization with broader application of multiple empirically supported approaches.
evidence-based treatments and their use in different clinical context and population groups.
strategies for evaluating psychotherapy outcomes in clinical settings.
Instructional Strategies
Theoretical Lecture (20 hours)
Group Discussion/ Debate / Problem solving
Audio-visual aids, oral presentations
Written Assignment (1-2)
Assessment Methods
Examination - 50 marks
Learning Outcomes
After completing this course, the researcher will be able to
appreciate distinction between process and outcome in psychotherapy
conceptualize cases using multiple models fitting to the unique context of the client group
identify, anticipate and address potential individual, social, and systemic barriers to treatment effectiveness.
utilize therapeutic response and dynamic feedback from patient in determining, continuing, and modifying specific therapeutic approach and technique
maintain a guiding conceptual framework for treatment and be flexible to accommodate necessary changes if required
identify the empirical and practical aspects of psychotherapy
apply intervention techniques in contextually sensitive manner.
describe professional roles, functions, and relationships with other mental health service providers.
comprehend the of ethical standards and related entities, and applications of ethical and legal considerations in professional psychotherapy
practice in a consistent, reflexive and ethical manner
Course Content and Class Distribution
Content
Class*
Method**
1
Introduction:
Which psychotherapy? Irreconcilable psychotherapies?
Historical perspective: the evolution of psychotherapy
Principles of theory and practice
Adopting an approach to theory
Steps in personal theory building
2
TL
2
Major Theory Groups:
Psychoanalytic approaches
Phenomenological approaches
Behavioural and Cognitive-Behavioural approaches – third wave CBT (e.g., ACT, MBCT, MBCBT, MCT)
Systems approaches
Challenges to the current psychotherapeutic paradigms
Integrating psychotherapy skills in clinical practice
4
TL, AS
3
The Process of Psychotherapy:
The therapeutic relationship
Relationship building strategies and models
Assessment and diagnosis in psychotherapy
Strategies for facilitating and evaluating change
Barriers to actualizing relationships
3
TL, GD
4
Diversity in Psychotherapeutic Models:
Rational Emotive Behaviour Therapy
Existential Psychotherapy
Logo Therapy
The Communicative Approach
Experiential Psychotherapy
Multimodal Therapy
Transpersonal Psychotherapy
Brief Focal Psychotherapy
Conversational Model
Cognitive Analytic Model
Dialectical Behaviour Therapy (DBT)
Medistic Psychotherapy
Hypnotherapy and Hypnoanalysis
6
TL
5
Psychotherapy After ‘Schoolism’
Eclectic Vs. Integrative Psychotherapy
Integrating psychotherapies
Constructing indigenous psychotherapy
Psychotherapy research—process research and evaluation research
3
TL
6
Psychotherapy practice in diverse setting with different client groups
Child psychotherapy
Couples and family therapy
Therapeutic communities
Forensic psychotherapy
Psychotherapy and general practice
Ethical dilemma in psychotherapy practice and research
The relevance of research for practitioners
4
TL
7
Professional issues in psychotherapy practice
Who is a psychotherapist?
Relation of psychotherapist with other mental health professionals—psychiatrist, clinical psychologist, counselling psychologist, counsellor, psychiatric social worker, general social worker, occupational therapist, and others (e.g., speech and language therapist, applied developmental psychologist, school psychologist, educational psychologist etc.)
Psychotherapy and human values
Development of values and meaning
Influence of values in psychotherapy
Increasing client ethical-moral behaviour
Psychotherapy and transcendental values
Growth problem in confronting values problem
Accountability and ethical behaviour
Values in counselling/psychotherapy
Ethics and moral reasoning
Applying moral principles and ethical codes: from theory to practice
Current trends in psychotherapy
Methodological diversity in psychotherapy research
Goals, values and self-help
New roles and work setting for psychotherapists
Emphasis on prevention and skills training
Alternative models of delivery—time limited psychotherapy, non-professional psychotherapist, telephone psychotherapy, psychotherapy on the internet
The politics of psychotherapy: empowerment, control and differences – the nature of social and interpersonal power, psychotherapy with economically disadvantaged people, psychotherapy and religious commitment
CPSY.70 4
2. Experimental Psychopathology
2
CPSY 704.2:Experimental Psychopathology
(2 Credits, 50 Marks)
Course Objectives
This course is aimed at understanding the role and use of experimentation to generate knowledge on the nature and mechanism of psychopathology. It will require integration of knowledge and skills acquired in other courses specifically related to research and intervention to comprehend mental disorders and underlying processes.
Specific Objectives
This course aims to help the students learn
Scope of experimentation in psychopathology.
experimental paradigms for the investigation of abnormal behaviour and processes
methodological problems typical for experimental research in psychopathology
Variety of methods and research designs appropriate for experimental psychopathology research
experimentation to test causal relations associated with psychopathology
trans-diagnostic approach in the aetiology, maintenance and treatment of mental disorders
respective utility of ‘trans-diagnostic’ perspective and traditional ‘disorder-focused’ perspective.
Instructional Strategies
Participatory Lecture
Group Discussion
Assignment
Assessment Methods
Examination - 50 marks
Learning Outcomes
After completing this course, the students will be able to
Comprehend the scope of clinical psychological sciences: methods and areas of investigation
Apply experimental paradigms for the investigation of abnormal behaviour in cognition and emotion
Develop experimental designs to test the causal relations of trans-diagnostic processes in the aetiology, maintenance and treatment of mental disorders
Write critical review papers with focus on methodological problems typical for experimental research in psychopathology
Appreciate the perspective shifting from a ‘disorder-focus’ to a ‘trans-diagnostic’ (and vice versa).
Apply the variety of methods and research designs appropriate for experimental psychopathology research
to design experiment in testing causal relations associated with psychopathology
to critically review papers with focus on methodological problems typical for experimental research in psychopathology
to shift from a ‘disorder-focused’ perspective to a ‘trans-diagnostic’ perspective (and vice versa).
Course Content and Class Distribution
Course content
Class*
Method**
1
Introduction to experimental psychopathology
Conceptual foundation of experimental psychopathology
History of experimental psychopathology
4
Lecture, DS, AS and PS
2
Cognitive behavioural processes and neurobiological processes in mental disorders
6
Lecture, training
3
Experimental design and assessment of various indicators of psychopathology
6
Lecture, Training, Roleplay, AS
4
Experimental intervention and outcome measures of recovery -- to get the foundation for an evidence-based practice approach.
6
Lecture, demonstration, practice
5
Understanding several trans-diagnostic approaches those cut across disorders
4
Lecture, training, AS
6
Experimental Psychotherapy and its prospects
4
Lecture, AS
Total
30
Note: *Per class 90 minutes; **PS= Presentation by students, AS= Assignment, DS= Discussion
Assignment: Writing trans-diagnostic case report for class presentation and discussion [Equivalent to 6 class]
Suggested readings
Harvey, A., Watkins, E., Mansell, W., & Shafran, W., (2004). Cognitive behavioural processes across psychological disorders: A trans-diagnostic approach to research and treatment. Oxford University Press.
CPSY.7 04
3. Psychology of Self and Interpersonal Relationship
2
CPSY 704.3: Psychology of Self and Interpersonal Relationship
(Optional, 2 Credits, 50 Marks)
Course objectives:
This course is aimed to provide PhD students deeper understanding on the origin, development and maintenance of self and relationship. The course will also focus on the psychopathology of the self and interpersonal relationship—and psychotherapeutic procedures to heal self and relationship pathology.
Specific Objectives
This course aims to help the students learn
Understanding self and its philosophical underpinning.
Conceptualize the process of development of the self and relevant influences in its development.
Conceptualize the cognitive, social and emotional process involved in the construction of self.
Understanding relation between perception of self and its influence in social interaction.
Understand perspectives of self in the oriental and occidental philosophies.
Understand development, manifestations and maintenance of pattern of self and the dynamics of its interaction with socio-cultural context.
Conceptualize the process and importance of healthy development of self.
Conceptualize the process and importance of development and maintenance of healthy relationship.
Understand the psychopathology of the self and interpersonal relationship and relevant psychotherapeutic procedures to heal self and relationship pathology.
Instructional Strategies
Participatory Lecture
Group Discussion
Assignment
Assessment Methods
Examination - 50 marks
Learning Outcomes
After completing this course, the students will be able to
Appreciate the conceptualization of self as a construct
Describe the developmental process of self.
Outline the role of multiple factors in the development of self and relationship.
Recognize the influence of attachment on development of self.
Identify the models to understand the self and relationships.
Appreciate the process of forming and maintaining relationship.
Recognize the dynamics between self and relationships
Describe the psychopathology of the self and interpersonal relationship.
Appreciate the importance of healthy development of self and relationship.
Outline the preventive processes against pathological development of self and relationship.
Recognize psychotherapeutic procedures to heal self and relationship pathology.
Demonstrate the knowledge relevant to self, relationship and their interactions in social context.
Course Content and Class Distribution
Course content
Class*
Method**
1
Psychology of self
Defining self
Global versus domain specific evaluation
I-self versus Me-self
Antecedents of the self as a cognitive and social construction
Consequences of self-development
Historical roots of contemporary issues involving self-development
Contribution of the symbolic interactionists
Self-psychology in the 20th century
Self-regulation
Motivation and the self
Self-presentation
Culture and the self
4
PL, DS, AS and PS
2
Attachment and self-development
Attachment and its measurement
Attachment terminology across the life span
Origins and context of attachment theory
Clinical significance and applications of attachment: effect of child abuse on I-self and Me-self processes
Attachment, the reflective self, and borderline status: the predictive specificity of the adult’s attachment interview, and pathological emotional development
Child maltreatment and attachment organization: implications for intervention
Attachment and psychopathology of the self and relationship
Self-development across developmental stages
The normative development of self-representations during childhood and adolescence
The developmental emergence of self-conscious emotions
The content, valence, and organization of self-evaluative judgments
Discrepancy between real and ideal self-concepts
Social sources of individual differences in self-evaluation
6
PL
3
Self and Relationship
Interdependence theory
Self-disclosure
Intimacy – love and addiction
Balance of power
Satisfaction and commitment
Reactions to dissatisfaction
Interpersonal conflict and its resolution
Gender, self and relationship
Theoretical perspectives on gender
Comparing the social behaviour of women and men
Changing roles for women and men
Gender gap in high-tech careers
Sources of anger and aggression in close relationship
Intimate violence and its resolution
6
PL
4
Models to understand self and relationship
Causes, correlates and consequences of global self-worth – understanding depression and sociality
Authenticity of the self
Historical emergence of interest in false-self behaviour
Contemporary interest in false-self
Lack of voice within the school setting
Level of voice by gender – in relational context; does voice differ by grade level or gender? Gender orientation; Impact of support for voice on the expression of opinion; support and gender orientation
Liabilities of lack of voice as a form of false-self behaviour
Meaning as a context of human relationships and vice versa
Social emotions: communication and feeling about other people
Interaction and daily life in long-term relationships
Relationships with relations: families and socializations
6
PL
5
Intervention strategies to reconstruct self and healthy human relationships
Society and personal growth
From addiction to love
Recent studies in attachment: overview, with selected implications for clinical work
Autonomy and connectedness as dimensions of the self
Western versus eastern view of the self
Three relationship styles – self-focused autonomy, other-focused connection, and mutuality
Who pairs with whom?
How partner support influences the ability to be oneself?
Interventions to promote adaptive self-evaluations
Intervention strategies directed at cognitive determinants
Intervention strategies directed at social factors influencing self-evaluations
Need for effective program evaluation (e.g., “do not put the methodological cart before the theoretical horse”)
Interventions to promote healthy human relationships – current state of art and topics for future investigation
4
PL
Total
20
Note: *Per class 90 minutes; **AS= Assignment, **PS= Presentation by students, **PL= Participatory lec
CPSY. 705.1
Philosophy of Research Design
0
CPSY 705.1: Philosophy of Research Design
(Mandatory, Non-credit)
Course Objective
This course is designed to provide the PhD students a deeper understanding of the philosophy, purpose, and reasoning underlying any research activities.
Specific Objective
This course aims to help the students learn
role of research in the field of knowledge.
the reasoning behind research and research designs.
interplay of philosophical perspectives, ontology, epistemology and methods in conceiving and conducting research.
qualitative, quantitative and mixed method designs and their usage.
ideas and strategies around indigenization of knowledge.
Core ethical principles and their ramifications in research with human and animal subjects.
Instructional Strategies
Participatory Lecture
Group Discussion
Assignment
Assessment Methods
Assignment (Non-credit)
Learning Outcomes
After completing this course, the students will be able to
demonstrate their understanding regarding the role of research in the field of knowledge
appreciate the role of philosophical perspectives, ontology, epistemology and methods in conceiving and conducting research
utilize qualitative, quantitative and mixed method designs as suitable to a research project
appreciate the need for indigenization of knowledge
demonstrate understanding of different strategies adopted in indigenization of knowledge
appreciate the core ethical principles and their utilization in protecting human and animal subjects in research
demonstrate skills in understanding and conduction of research
Course Content and Class Distribution
Course content
Class*
Method**
1
Foundation of science
2
Lecture, DS, AS
2
Spectrum of research
3
Lecture, DS, AS
3
Research Paradigms
3
Lecture, DS, AS
4
Logic of research design
3
Lecture, DS, AS
5
Methods
Quantitative research
Qualitative research
Mixed method research
5
Lecture, DS, AS
6
Indigenization of Knowledge
5
Lecture, DS, AS
7
Ethical issues in Research with Human and Animal Subjects
3
Lecture, DS, AS
Note: *Per class 90 minutes; **DS= Discussion, **AS=Assignment
Suggested readings
Kim, U., Yang, K.-S., & Hwang, K.-K. (2006). Indigenous and cultural psychology: Understanding people in context. New York: Springer.
Liang Tien, Amy Davis, Thomas H. Arnold, G. Andrew H. Benjamin (2012) Ethics for Psychologists: A Casebook Approach. SAGE Publications, Inc.
Dee Danchev & Alistair Ross (2013) Research Ethics for Counselors, Nurses & Social Workers. SAGE Publications Ltd.
Michael Crotty (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process. Sage
Russel, B. (2001). The Scientific Outlook. Routledge, London.
Somekh & Lewin (2011). Theory and Methods in Social Research, 2nd edition, SAGE