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Doctor of Philosophy in Clinical Psychology

Faculty

Biological Sciences

Duration

3 Years

Program Description

PhD in Clinical Psychology

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	Group 1
CPSY 702.1	Quantitative Research Design	2	50	Group 2
CPSY 702.2	Qualitative Research Design	2	50	Group 2
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 1^st 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.

List of Courses (Year/Semester)

First Year

CPSY.701 | 1. Clinical Psychology Service Development Strategies | 2 Cr. Preview

Course Credit: 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.701 | 2. Policy and Professional Issues of Clinical Psychology in Bangladesh | 2 Cr. Preview

Course Credit: 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 3^rd 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 Cr. Preview

Course Credit: 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 (3^rd 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.2^nd edition

Forman, S. G. (2015). Implementation of mental health programs in schools: A change agent's guide. American Psychological Association.

CPSY.702 | 2. Qualitative Research Design | 2 Cr. Preview

Course Credit: 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 Cr. Preview

Course Credit: 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.703 | 2. Community Mental Health | 2 Cr. Preview

Course Credit: 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	1	PL
	Action oriented research, culturally congruent services, person-environment fit, ecology, epidemiology, incidence, prevalence etc	2	PL
2	Social Psychology of Health Mental Models of Health and Illness: 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.703 | 3. Paediatric and Clinical Child Psychology | 2 Cr. Preview

Course Credit: 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, 2^nd 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 Cr. Preview

Course Credit: 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.704 | 2. Experimental Psychopathology | 2 Cr. Preview

Course Credit: 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.704 | 3. Psychology of Self and Interpersonal Relationship | 2 Cr. Preview

Course Credit: 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 20^th 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 | Cr. Preview

Course Credit:

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

Second Year

CPSY-SP | Specialist Placement | Cr. Preview

CPSYSP. | Seminar Presentation | Cr. Preview

CPSYT. | Thesis | Cr. Preview

Third Year

CPSYS.P | Specialist Placement | Cr. Preview

CPSYS.P | Seminar Presentation | Cr. Preview

CPSYT | Thesis | Cr. Preview

List of Syllabus

Ph.D Syllabus(Year:2020)

PhD Program

Doctor of Philosophy in Clinical Psychology

Faculty

Duration

Program Description

List of Courses (Year/Semester)

First Year

Second Year

Third Year

List of Syllabus

Academic