Graduate Program

Course Credit: 4

CPSY 501: Introduction to Psychiatry

(Theory: 4 Credit, 100 Marks)

Course Objectives

This course will orient the students on psychiatry including classification, assessment, diagnosis, medical treatment of major psychiatric disorders and psychopharmacology with the aim to have better understanding on recent practices in psychiatry. This orientation will help students to better understand and communicate with the key mental health professionals regarding psychiatric conditions of clients.

Specific Objectives

This course aims to help the students learn

1. General ideas and approaches of medical model in dealing mental illness.
2. Different classification systems available for mental illness.
3. Contents and procedure of in-depth psychiatric interview for assessing individuals with mental illness.
4. Basic ideas on neurological assessment and their use in helping individuals with mental illness.
5. Understand the major psychopharmacological treatments along with their indications, contraindications and effects.
6. Basic concepts of child psychiatry and community psychiatry.

Instructional Strategies

Theoretical Lecture: 60 credit hours.

Assessment Methods

Class Attendance: 5 marks

Mid-term examination: 35 marks (averaged marks obtained from 2 examinations)

Final Examination: 60 marks (examination at the end of teaching courses)

Learning Outcomes

After completing this course, the students will be able to

1. Will appreciate the medical model as one of the effective approaches in dealing mental illness.
2. Will be able to use the classification systems for mental illness in their clinical practice.
3. Will be able to conduct in-depth psychiatric interview for assessing individuals with mental illness.
4. Will appreciate the need and be able to incorporate neurological assessment for individuals with mental illness.
5. Will understand the major psychopharmacological treatments along with their indications, contraindications and effects.
6. Will be oriented about child psychiatry and community psychiatry.

Course Content and Class Distribution

	Content	Class*	Method**
1	Classification of mental illness: DSM-5 and ICD 10 History and development Guiding principles Strengths and weaknesses Organic mental disorders (especially dementias) Psychoactive substance use disorders Schizophrenias Delusional (paranoid) disorders Mood disorders Anxiety disorders Somatoform disorders Sexual disorders Sleep disorders Impulse control disorders Adjustment disorders Personality disorders	1 1 1 1 1 1 1 1 1 1 1 1 1 1 1	TL TL TL TL TL TL TL TL TL TL TL TL TL TL TL
2	Psychopharmacology Stimulants Depressants Hallucinogen Antipsychotic drugs Antidepressants Anti-anxiety drugs Mechanisms of action Clinical use, efficacy and side effects Advancement in Psychopharmacology Ethical issues	1 1 1 1 1 1 1 1 1 1	TL TL TL TL TL TL TL TL TL TL
3	Psychiatric interview Presenting problems History and effects of symptoms History of treatment       Family history Personal history (early development, childhood, schooling, occupation, adolescence, sexual history, marital history, children, medical history, previous mental health, drug abuse, forensic, current life situation) Personality Presenting mental state	1 1 1   2     1 1	TL TL TL   TL     TL TL
4	Neurological examination The cranial nerves Motor system Sensory system Investigations (interpretation of EEG, CT, PET, MRI report)	2	TL
5	Introduction to child psychiatry	2	TL
6	Introduction to community psychiatry	2	TL
7	Diagnosis of mental illness	2	TL
	Total	40

Note: *Per class 90 minutes; ** TL = Theoretical lecture

Suggested readings

American Psychiatric Association (1994) Diagnostic and Statistical Manual of Mental Disorders. Washington, DC: APA.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, (DSM-5). American Psychiatric Association.

Block S &Chodoff P (eds.) (1991). Psychiatric Ethics. New York: Oxford University Press.

Casey, P. and Kelly, B. (2007). Fish's Clinical Psychopathology, 3rd edition, The Royal College of Psychiatrists.

Cowen, P. Harrison, P. & Burns, T. (2012). Shorter Oxford Textbook of Psychiatry 6th edition. Oxford University Press.

Kaplan, H. I. & Sadock, B. J. (2010). Pocket Hand Book of Clinical Psychiatry, 5th edition.

Kaplan, H. I. & Sadock, B. J. (1996). Concise Textbook of Clinical Psychiatry, 7th edition.

World Health Organization. International Statistical Classification of Disease and Related Health Problems, Tenth Revision (ICD-10) Geneva: World Health Organization; 1992.

 

 

 

Course Credit: 2

CPSY 502: Fundamental Principles of Clinical Psychology

(Theory: 2 Credit, 50 Marks)

Course Objectives

This course will orient the students on psychiatry including classification, assessment, diagnosis, medical treatment of major psychiatric disorders and psychopharmacology with the aim to have better understanding on recent practices in psychiatry. This orientation will help students to better understand and communicate with the key mental health professionals regarding psychiatric conditions of clients.

Specific Objectives

This course aims to help the students learn

1. How clinical psychology has emerged historically.
2. Role of clinical psychologists in mental health and health care services.
3. The interplay among different specialties of clinical psychology such as community psychology, neuropsychology, health psychology, clinical child psychology, and forensic psychology.
4. Different scientific models of training in clinical psychology and their implications in clinical practice.
5. The areas and method of clinical assessment and the ways to integrate data from different sources.
6. Process of functional analysis and its use in clinical practice.
7. Case formulation utilizing data gathered from different assessment method and perspectives.
8. Major principles of psychological treatment.
9. How to Identify and manage problems encountered in the treatment process.
10. Importance of scientific thinking in clinical practice.

Instructional Strategies

Participatory Lecture (20)

Group Discussion/ Problem solving (infused into the lecture classes)

Assignment

 

Assessment Methods

Class Attendance: 5 marks

Mid-term examination: 35 marks (averaged marks obtained from 2 examinations)

      Final Examination: 60 marks (examination after completion of teaching period)

Assignment (non-credit)

Learning Outcomes

After completing this course, the students will be able to

1. Describe the developmental process of clinical psychology as a profession.
2. Demonstrate the functions of clinical psychologists in their clinical practice.
3. Differentiate and appreciate the role from different specialties of clinical psychology profession.
4. Compare and contrast the different scientific models of training in clinical psychology and their implications in clinical practice.
5. Use different assessment approaches and techniques in clinical psychology and integrate assessment data in clinical practice and research purposes.
6. Analyse and formulate cases based on functional analysis.
7. Appreciate use of multiple perspectives in case formulation.
8. Recognize and utilize the principles of psychological treatment.
9. Learn skills to manage problems raised during the treatment.
10. Recognize the roles and boundaries of different specialties in clinical psychology such as community psychology, neuropsychology, health psychology, clinical child psychology, and forensic psychology.

Course Content and Class Distribution

	Content	Class*	Method**
1	Foundations of Clinical Psychology Historical background of clinical psychology Current issues in clinical psychology Functions of a clinical psychology	1 1 1	PL PL PL
2	Specialties in Clinical Psychology Community psychology Health psychology and Behavioural medicine Neuropsychology Forensic psychology Paediatric and clinical Child psychology	1 1 1 1 1	PL, AS PL, AS PL, AS PL, AS PL, AS
3	Models of training in clinical Psychology Scientist-Practitioner Local Clinical Scientist Applied Scientist Evidence-based Practitioner Clinical Scientist	2	PL
4	Clinical Assessment Areas of Clinical assessment and goals of assessment Issues to consider in clinical assessment: Rapport, Continuous assessment, Clinical Judgment, and other relevant aspects Assessment of Physical organism General physical examination, Neurological examination, Neuropsychological examination Psychosocial Assessment Clinical Interview Behavioural assessment Assessment of Intelligence Personality assessment Social Functioning Occupational assessment Integration of assessment data Advancement in clinical assessment (computerized assessment)	2 2     1       2           1 1	PL PL     PL       PL, PS           PL PL
5	Models of training in clinical Psychology Functional assessment Process of functional analysis Using Functional analysis in Therapy Making a formulation	1 2 2 1	PL PL PL PL
6	Clinical Interventions Process of being a scientific therapist: Defining aims, continuous assessment, definition of techniques, progress through investigation Common principles of treatment: Realistic expectations, Reinforcement, Feedback, Graded approaches, Modelling, Rehearsal, Changing Common treatment Problems: treatment compliance, Cure vs. control, prioritizing targets, Needing supervision, Discharge and Relapse	1     1   1	PL     PL   PL
	Total	28

Note: *Per class 90 minutes; **PL= Participatory lecture, **PS= Presentation by students, *AS= assignment

Suggested readings

Barker, C. ,Pistrang, N. , & Elliott, R. (2016). Research methods in clinical psychology: an introduction for students and practitioners. New York: John Willey & Sons.

Brammer, H. M. ,Shostrom, E. L &Abrego, P. J. (1989). Therapeutic Psychology: Fundamentals of Counselling and Psychotherapy. Englewood Cliffs, NJ: Prentice Hall.

Hersen, M &Bellack, A. S (eds. ) (1988). A Dictionary of Behavioural Assessment Techniques. New York: Pergammon Press.

Lindsay, S. J. E. & Powell, G. E. (eds. ), (2007). The Handbook of Clinical Adult Psychology. Third Edition. London: Routledge.

Lindsay, S. J. E. & Powell, G. E. (eds. ), (1987). The Handbook of Clinical Adult Psychology. Second Edition. London: Routledge.

Marziller, J & Hall, J (1999). What is Clinical Psychology? Oxford

Mollins, C. R & Trower, P (eds. ) (1988). Handbook of Social Skills Training: Clinical Applications and New Directions. Oxford: Pergammon.

Oullette, R. , Management of Aggressive Behaviour: A Comprehensive guide to Learning how to recognize, reduce, manage & control aggressive behaviour. Pref. Dimensions Pub.

Powell, G. E, Young, R. & Frosh, S. (1993) Curriculum in Clinical Psychology. Leicester: BPS (DCP) Publications.

Roth, A. &Fonagy, P. (1996). What Works for Whom. The Guilford Press.

Sturmey, P. (1996). Functional Analysis in Clinical Psychology. John willey & Sons.

Sturmey, P. (Ed.). (2020). Functional analysis in clinical treatment. Academic Press.

Trull, T. J. and Prinstein, M. J (2013) Clinical Psychology, Eighth Edition, Wadsworth Cengage Learning, Belmont.

 

Course Credit: 4

CPSY 503: Psychology of Adult Mental Health Problems

(Theory: 4 Credit, 100 Marks)

Instructional Strategies

Theoretical Lecture (40 hours)

Practical demonstration of clinical skills

Group Discussion/ Debate / Problem solving

Audio-visual aids, oral presentations

Written Assignment

Assessment Methods

Class Attendance - 5 marks

Mid-term examination- 35 marks (averaged mark obtained from 2 examinations)

Final Examination - 60 marks (examination after completion of teaching courses)

Assignment (non-credit)

Course Content and Class Distribution

	Content	Class*	Method**
1	Mental health problems across life span            Child and adolescent Adult Elderly	2	PL
2	Panic disorder Investigation The symptoms Natural courses Causal factors Assessment                 Treatment Psycho-education Exposure Cognitive therapy	1         2	PL, PS         PL, PS
3	Social Phobia Investigation Defining features Casual factors Assessment                 Treatment Specific intervention: self-focus attention and safety behaviour experiment Behavioural experiment	2       2	PL, PS       PL, PS
4	Obsessive Compulsive and Related Disorders Areas of Investigation Defining features Causal factors Assessment                 Treatment Cognitive-Behavioural treatment Exposure and response prevention for those with overt compulsion Modelling Thought-stopping and thought- control Habituation/satiation	2       2	PL, PS       PL, PS
5	Other disorders of Fear and Anxiety                 Generalized anxiety disorder (GAD)            Investigation The symptoms Causal factors Assessment Treatment Cognitive Therapy                      Somatoform Disorder Investigation Treatment	1     1   2	PL     PL   PL, PS
6	Trauma and stressor related disorders                        Post-Traumatic Stress Disorder (PTSD)       Investigation Defining criteria Causal factors Psychosocial risk factors Assessment Treatment Psychological Treatment Exposure/reliving Processing of the trauma memory Restructuring Images	2       2	PL, PS       PL, PS
7	Crisis intervention             Theoretical understanding of crisis             Models of crisis intervention                 Clinical presentation of crisis                                   Suicide Self-harm Disaster Violence and trauma	2	PL, PS
8	Major Depressive Disorders Investigation Defining features of Major Depressive Disorders Causal factors Assessment                 Treatment Cognitive behavioural Therapy Effectiveness of Cognitive behavioural Therapy Interpersonal Therapy	2       2	PL, PS       PL, PS
9	Bipolar and Related Disorders               Investigation Diagnostic Criteria Causal factors Assessment Symptom profile                     Treatment Therapy Cognitive Therapy Medication management	2         2	PL, PS         PL, PS
10	Schizophrenia spectrum and other psychotic disorder            Investigation Historical origins Symptoms Causal factors Assessment (e. g. questionnaires, behavioural tests, ratings) Assessing ‘at-risk’ mental states                     Treatment Family interventions Rehabilitation Social skill training Cognitive Behaviour Therapy Medication management	2             2	PL, PS             PL, PS
11	Substance Related Disorders                Investigation Dependence and addiction Causal factors of substance related disorders Assessment (e. g. questionnaires, behavioural tests, ratings)                         Treatment Treatment approaches: Social – behavioural, Cognitive Relapse prevention Self-efficacy, Self-control training, Motivational interviewing, milieu therapy Conditioning therapies Group therapies Pharmacological treatment	2           2	PL, PS           PL, PS
12	Problems during Elderly  Investigation Normal Aging Multi-dimensional changes The assessment of cognitive abilities, mood and well being Practical considerations for cognitive assessment                  Treatment Psychological treatment of the dementias Challenging behaviour Interventions with family and caregivers Treatment of affective disorders	2             2	PL, PS             PL, PS
13	Sexual dysfunctions                     Sexual anatomy and sexual response Bio-psycho-social aspects of sexuality Nature effects and causes of sexual problems Male and female sexual dysfunction Management of Sexual problems (assessment, formulation, homework assignments, helping with general relationship problems and co-morbid problems)	2	PL, PS
	Total	45

*Note: Per class 90 minutes; ** PL= Participatory lecture, **PS= Presentation by students

Suggested readings

Course Credit: 4

CPSY 504: Clinical Health Psychology

(Theory: 4 Credit, 100 Marks)

Instructional Strategies

Instructional Strategies

Participatory Lecture (40)

Group Discussion/ Problem solving (infused into the lecture classes)

Assignment

Assessment Methods

Class Attendance - 5 marks

Mid-term examination (2)- each 35 marks (Scores obtained in 2 mid-terms will be averaged)

Final Examination - 60 marks (examination after completion of teaching period)

Course Content and Class Distribution

	Content	Class*	Method**
1	Introduction             Health related behaviour and health promotion An overview of psychology and health Illness, hospitalization and its effects on children, adults and elderly Future direction for health psychology?	1 2 2   1	PL PL PL   PL
2	Psychobiological Systems Importance of Biological Systems	2	PL
3	Stress and Coping Concept of stress Biopsychosocial determinants of stress Assessment of stress Management of stress	1 2 1 1	PL PL PS PS
4	Sleep disorders Defining sleep and sleep disorders Biopsychosocial determinants of sleep and classification of sleep disorders Assessment of sleep disorders Management of sleep disorders	1 1   1 1	PL PL   PL PL
5	Cardiovascular problems Types of Cardiovascular problems/diseases (CVD) Assessment of CVD Management of CVD Prevention of CVD	1 1 1 1	PL PL PL PL
6	Chronic pain  Dimensions of chronic pain Theories of chronic pain Assessment and management of chronic pain	1 1 1	PL PL PS
7	Diabetes Symptoms, types and causes of Diabetes Psychological management of diabetes	1 1	PL PL
8	Problems of Eating and weight Classification of eating disorder Assessment and management of eating disorder	1 1	PL PL/PS
9	STD and HIV/AIDS Symptoms, assessment and management of STD and HIV AIDS	6	Training by Guest Lecturer
10	Psychosocial aspects of disaster management Types of disaster and its impact   Phases of disaster Assessment strategies      Crisis intervention Prevention and management strategies	1 1 1 1 1	PL PL PL PL PL
11	Psychology of Pandemic Understanding Management Coping	2	PL. PS
12	How to integrate psychology into health services	1	PL
	Total	42

 

Note: *Per class 90 minutes; **PS= Presentation by students, ** PL= Participatory lecture

Suggested readings

Baum, A. Newman, S. Weinman, J. West, R & McManus, C. (1997). Cambridge Handbook of Psychology, Health & Medicine. Cambridge

Broome, A (ed) (1989). Health Psychology: Process and Applications. London: Chapman

Davis, M. , Eshelman, E. R and Mckay, M. (2019). The Relaxation and Stress Reduction Workbook. New harbinger Publications, Inc.

Edelmann, R. J. (1995). Health Psychology. Chichester: John Wiley & Sons.

Everly, G. S. and Lating, J. M (Ed) (2002). A Clinical Guide to the Treatment of the Human Stress Response. New York: Kluwer Academic/Plenum

Feuerstein, M. Labbe, E. E &Kuczmierczyk, A. R. (1986). Health Psychology: A Psychobiological Perspective.

Fontana, D. (1989). Managing Stress. The British Psychological Society and Routledge Ltd.

Lindsay, S. & Powell, G. (eds. ), (2007). The Handbook of Clinical Adult Psychology. Third Edition. London: Routledge.

Molzman, A. D & Turk, D. C (eds. ) (1986). Pain Management: A Handbook of Psychological Approaches. New York: Pergammon

Pearce, S & Wardle, J (eds. ) (1989). The Practice of Behavioural Medicine. Oxford: Oxford University Press.

Sarafino, E. P., & Smith, T. W. (2017). Health Psychology: Biopsychosocial Interactions. New York: John Wiley & Sons, INC.

Taylor, Shelley E (2012). Health psychology. Eighth edition. McGraw-Hill.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Credit: 4

CPSY 505: Clinical Research Methods and Advanced Statistics

(Theory: 4 Credit, 100 Marks)

Instructional Strategies

Theoretical Lecture (40)

Group Discussion/ Debate / Problem solving (infused into the lecture classes)

Assignment,

Practical training on computerized data analysis: 2 days (14 Hours)

Assessment Methods

Class Attendance - 5 marks

Mid-term examination- 35 marks (Averaged marks obtained from 2 examinations)

Final Examination - 60 marks (examination after completion of teaching period)

Assignment (non-credit)

Course Content and Class Distribution

	Content	Class*	Method**
1	Theoretical perspective of Research in Clinical Psychology Research, research cycle and research process Philosophical aspect of research: Empiricism, rationalism, inductivism, deductivism, ontology, epistemology, methodology Foundation of qualitative methods Phenomenological approach Social constructionist approach Foundation of quantitative methods	4       2   1	PL       PL   PL
2	Groundwork for research Research question, topics and literature review Defining and controlling variables Practical issues in research (time, resource, funding,)	2	PL
4	Research Design Non-experimental designs Descriptive designs Correlational designs Experimental designs Nonrandomized/quasi-experimental designs (pretest- posttest, nonequivalent control group, time series) Randomized designs (group design, block design, factorial design)	3	PBL
4	Sampling Sampling in quantitative research Sampling in qualitative research	1	Quiz/Tasks
5	Classifying research Outcome research Small –N research Epidemiology and survey research Research in service planning and evaluation Patient series research	2 3 3 3 2	PL PL PL AS PL
6	Measurement in Clinical Research General aspects of measurement Theories of measurement Classical test theory Generalizability theory Item response theory Types of Measure Methods of Self-Report measurement Methods of Observational measurement Methods of Physiological measurement Construction of a measures Process of developing psychometric tools Factor analysis Psychometric properties of measure Norms Development Adaptation of measures	2         1       4	PL         PL       PL
7	Analysis, Interpretation and Dissemination Quantitative Data Analysis Conceptual and analytical understanding Scales of measurement Foundation of hypothesis testing Descriptive statistics Non-parametric tests Chi-Square test     Parametric tests: t-test F-test         Correlation Regression Qualitative Data Analysis Discourse analysis	4                   1	PL                   PL
8	Use of software in Clinical Psychological research Qualitative data analysis (NVivo) Quantitative data analysis (SPSS) Others supportive software (End Note, G*Power)	10	Training(2 Days)
9	Ethical issues in clinical psychology Research	1
10	Writing a research proposal and research report	2
	Total	51

Note: *Per class 90 minutes; **PBL= Problem based learning, **PL= Participatory lecture

Suggested readings

American Psychological Association. (2012). APA style guide to electronic references.

American Psychological Association. (2009). Publication manual of the American psychological association. Sixth edition. American Psychological Association (APA).

Auerbach, C. F. & Silverstein, L. B. (2003. Qualitative Data an Introduction to Coding and Analysis. New York University Press.

Barker, C. , Pistrang, N. , & Elliott, R. (2002). Research methods in clinical psychology: an introduction for students and practitioners. New York: John Willey & Sons.

Barlow, D. H &Hersen, M (eds. ) (1984). Single-case Experimental Designs: Strategies for Studying Behaviour Change. New York: Pergammon.

Charmaz, K. (2006). Constructing Grounded Theory. A Practical Guide through Qualitative Analysis. Sage Publication.

Collican, H. (2006) Research Methods and Statistics in Psychology, 2nd edition. Hodder and Stoughton.

Cook, T. D. & Campbell D. T. (1979) Quasi Experimental Design and Analysis Issues for Field Setting. Boston: Houghton Miffin Company.

Corbin, J. M. , & Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed. ). Los Angeles: Sage.

Craig, J. R. , & Metz, L. P. (1986) Methods of Psychological Research. Monferey, California: Brooks/Cole Publishing Company.

Creswell, J. W. (2007). Qualitative Inquiry & Research Design, 2nd Edition. Sage Publication.

Fischer, C. T. (2006). Qualitative Research Methods for Psychologists. Introduction through Empirical Studies, Academic press.

Field, A. (2006). Discovering statistics using SPSS, 2nd edition. Sage Publication Ltd.

Greene, J. and D’Oliveira, M. (2005). Learning to Use Statistical test in psychology, 3rd edition. Open University Press McGraw-Hill Education

Hays, W. L. (1977). statistics for the Social Science. New York: Holt Reinhart and Winston. Inc.

Higgins, R. (1996). Approaches to Research: A Handbook for those writing a thesis. London: Jesica Kingsley Publishers.

Krippendorff, K. (2004), Content Analysis an introduction to its methodology, 2nd Edition. Sage Publication.

Mills, M. B. , & Huberman, A. M. (1994) Qualitative Data Analysis (2nd edition). London/New Delhi: Sage Publications.

Miles, J. & Shevlin, M. (2001). Applying Regression & Correlation. Sage Publication, London

Pallant, J. (2013), SPSS Survival Manual, A. Step by step guide to data analysis using IBM SPSS, 5th edition, Allen & UNWIN. London

Parry, G. , & Watts, F. N. (1996). Behavioural and Mental health Research: A Handbook of Skills and Methods. Earlbaum, UK: Taylor & Francis.

Siegel, S. (1996). Nonparametric Statistics for the Behavioural sciences. New York: McGraw-Hill Book Co.

Shaughnessy, J. J. , Zechmeister, E. B. , Zechmeister, J. S. (2000). Research Methods in Clinical Psychology. New York.

Suffian, A. J. M. , (1998). Methods and Techniques of social Research. Dhaka: University Press Limited.

Tabachnick, B. G. , &Fidell, L. S. (1989). Using Multivariate statistics. New York: Harper & Row Publications.

 

 

 

 

Course Credit: 4

CPSY 506: Models of Therapy

(Theory: 4 Credit, 100 Marks)

Instructional Strategies

Theoretical Lecture (60 hours)

Each theory will be presented with relevant psychopathology best explained by the theory along with assessment, formulation and treatment strategies. Course teacher will present initially. After that students will observe, assess and deal those types of case and they will offer presentation based on their learning.

Group Discussion/ Debate / Problem solving (infused into the lecture classes)

Assignment,

Practical training on different models of therapy: 7 days (50 Hours)

Assessment Methods

Class Attendance - 5 marks

Mid-term examination- 35 marks (Averaged marks obtained from 2 examinations)

Final Examination - 60 marks (examination after completion of teaching period)

Assignment and case study report following different models (no marks will be distributed here since same activity will be evaluated in practical course)

Course Content and Class Distribution

	Content	Class*	Method**
1	Introduction to the therapeutic approaches Historical overview Major schools of therapy	1	PL
2	Biologically Based	1	PL
3	Psychodynamic Therapy	2	PL
4	Behavioural Approaches Postulates of behaviour therapy Classical and operant conditioning strategies Other techniques of behaviour therapy Evaluation of behaviour therapy	1 2 2 1	PL PL PL PL
5	Cognitive Approaches to Therapy Cognitive Therapy Rational –Emotive Behaviour Therapy Stress inoculation Therapy Personal Construct Therapy Social Cognitive Therapy	2 2 1 2 2	PL PL PL PL PL
6	Cognitive-Behavioural Therapy Basic characteristics and techniques of CBT Evaluation of cognitive-behaviour therapy	2 1	PL PL
7	Proliferation of CBT based Therapies Dialectical Behaviour therapy Acceptance and Commitment Therapy	2 2	PL PL
8	Humanistic – experiential Theory and Therapy       Person- Cantered Therapy Existential Therapy Gestalt Therapy	3 2 2	PL PL PL
9	Systemic approaches to therapy	2	PL
10	Other approaches to therapy Transactional Analysis Medistic therapy Psychodrama EMDR	4	PL
11	Integrating different approaches to therapy Integrative approaches Eclectic approach Multimodal therapy	2	PL
12	Modalities of therapeutic interventions Individual Therapy            Group Therapy      Couple Therapy     Family Therapy	1 1 1 1	PL PL PL PL/PS
13	Overall approaches to Therapeutic intervention            Skill focused approach Resource focused approach	1	PL
	Total	45

Note: *Per class 90 minutes; **PL= Participatory lecture, **PS= Presentation by students

Suggested readings

Ahmed,M. U. (1984). Learn to Hypnotize & Cure: Oriental Methods. Bangladesh: Psyche Prokashani.

Ahmed,M. U. (1986). Psychology Helps You Develop Strong Personality. Bangladesh: Psyche Prokashani.

Brammer, H. M. ,Shostrom, E. L &Abrego, P. J. (1989). Therapeutic Psychology: Fundamentals of Counselling and Psychotherapy. Englewood Cliffs, NJ: Prentice Hall.

Burnham, J. B. (2002). Family therapy: first steps towards a systemic approach. Routledge.

Carr, A. &Mcnulty, M. (2006). The Handbook of Adult Clinical Psychology: An Evidence based Practice Approach. London: Routledge.

Carson, R. C. , Butcher, J. N. , Mineka, S. , & Hooley, J. M. (2007). Abnormal Psychology (13th ed. ). India: Pearson Education, Inc.

Crowe, M. J. & Ridley, J. (1990). Therapy with Couples. Oxford: Blackwell.

Gurman, A. &Kniskern, D (eds. ) (1991). Handbook of Family Therapy. Vol. 1 & 2. New York: Brunner Mazel.

Jacobson, N. &Gurman, A. (1986). Clinical Handbook of Marital therapy. New York: Guilford

Jacobson N. S. S. &Gurman, A. S. , (2002). Clinical Handbook of Couple therapy. New York:

 Guilford.

Kaplan, H. I. & Sadock, B. J. (1996). Concise Textbook of Clinical Psychiatry, 7th edition.

Luoma, J. B. , Hayes, S. C. & Walser, R. D. (2007). Learning ACT: An Acceptance & and Commitment Therapy Skills-Training Manual for Therapies. USA: New Harbinger.

Linehan, M. M. (2014). DBT skills training manual (2nd ed. ). Guilford Publications.

Masters, J. C. ,Burish, T. G. Hollon, S. D. &Rimm, D. C. (1987) Behaviour Therapy: Techniques and Empirical Findings. Harcourt Brace

Pervin, L. A. & John O. P. (1997). Personality: Theory and Research. Seventh Edition, John Wiley & Sons Inc.

Richard Nelson-Jones (2015). Nelson-Jones' Theory and Practice of Counselling and Psychotherapy Sixth Edition, SAGE Publications Ltd

Trull, T. J. and Prinstein, M. J (2013). Clinical Psychology, Eighth Edition, Wadsworth Cengage Learning, Belmont.

 

 

 

Course Credit: 8

CPSY 507 Clinical Internship

Practical: 8 Credit, 200 Marks

 

Course objectives

This practical course aims to equip the students in therapeutic skills needed for assessing and treating mental health problems. They will get in-depth exposure in dealing with a variety of client population. It will also give them opportunity to learn professional communication, conduct and collaboration through working in a multidisciplinary team.

This is a special course intended for development of core technical and professional skills therefore the requirement and assessment are different from other courses.

 

Specific objectives:

This course aims to help students learn

1. general presentation of mental health problems in the hospital settings
2. different roles of clinical psychologists
3. to link theoretical knowledge with practical application
4. to use different models of assessment and acquire the skills of assessment,
5. to be able to devise appropriate formulation of client’s problem utilizing data from assessment,
6. to plan intervention/treatment according to the problem formulation and goals,
7. to deliver intervention in an individually tailored manner,
8. to evaluate outcome of intervention/treatment
9. integrate different skills required to work with individuals with mental health problems
10. to communicate and collaborate with multidisciplinary professionals in ensuring service delivery for individuals with mental health problems
11. to appreciate need for clinical supervision and use supervision effectively

 

 

Instructional Strategies

Clinical skills training

Placement at mental health (psychiatry and clinical psychology) service setup

Handling cases with mental health problems

Individual clinical supervision from designated professionals

Group clinical supervision from designated professionals

Case presentation and discussion

Assignment on clinical topic and tasks

 

Assessment Methods

Case report – 40 marks

Log of individual clients – 15 marks

Treatment record – 30 marks

Supervision record log – 30 marks

Log of other clinical activities – 10 marks

Practical viva – 50 marks

Attendance to clinical meetings – 10 marks

Attendance at placement- 10

Timely submission of reports – 5 marks

Placement report - Mandatory requirement (Non-credit)

Completion of placement – Mandatory requirement (Non-credit)

Completion of two case presentations at the department - Mandatory requirement (Non-credit)

 

Learning Outcomes

After completing this course, the students will be able to

1. distinguish between different presentations of mental health problems
2. integrate theory and practice of working with individuals with mental health problems
3. assess, formulate, plan and deliver intervention, and evaluate progress and outcome from intervention
4. comprehend the interaction and importance of biological, psychological and social model in working with cases
5. form therapeutic alliance with client and relevant other stakeholders as needed to implementing interventions
6. communicate and collaboration with professionals from different disciplinary background regarding their cases
7. identify areas of improvements in clinical and professional skills and appreciate need for further development
8. appreciate the need for clinical supervision and use supervision skilfully in working with cases
9. write case report
10. present cases comprehensively and hold an interactive discussion.
11. demonstrate comprehensive understanding of ethical aspects and challenges in clinical work
12. practice in an ethically sound and professional manner.

 

Outline of the Course Activities

1. General Adult Mental Health Placement

Minimum of 800 hours internship in approved placements. The list of approved placement includes,

• Bangabandhu Sheikh Mujib Medical University (BSMMU)
• National Institute of Mental Health (NIMH)
• Dhaka Medical College Hospital (DMCH)
• Dhaka Community Hospital (DCH)
• Other BMDC approved clinical placements (should also be approved by the Department of Clinical Psychology and Bangladesh Clinical Psychology Society)

The full age range must be seen from 18 to over 65 years.

At least one case should be seen in each of the following categories (which are not mutually exclusive):

• Obsessional disorder
• Depression
• Fear or generalized anxiety
• Schizophrenia
• Acute psychotic state
• Substance misuse
• Senile dementia
• Long term, chronic disorder
• A problem requiring long term institutional care
• A health problem (e. g. pain, blood pressure, sleep)

The following techniques should have been used:

• Assessment interviews
• Psychometric assessment
• Behavioural approach
• Cognitive-behavioural approach
• Cognitive therapy approach
• One other psychotherapeutic approach (e. g. rational emotive therapy, personal construct therapy, person-centred therapy, psychodrama, systemic and family therapy)

 

Other Requirements

• Satisfactory case load
• Careful record keeping (clinical record, supervision record)
• Professional behaviour/conduct
• Satisfactory placement report

Complete records of clinical activities must be submitted according to the prescribed formats (see Appendix 1 & Appendix 2)

2. Clinical Supervision

Throughout the MS studies each student will be assigned to a clinical supervisor by the Dept. of Clinical Psychology to guide him/her in regular clinical work in the placements. All works carried out at the placement must be supervised by the clinical supervisor designated by the department. Two forms of supervision are offered by the department which are as follows

Individual supervision:

One to one discussion on clinical work carried out by the student. Such discussion will include reporting of works carried out, discussing difficulties and solutions, deciding next plan of action, finding out scope for improvement, and any other professional issues that warrant a discussion.

Group supervision:

Discussion on clinical work carried out by the students in a group of peers led by the designated group supervisor. The focus of discussion may include, overview of clinical work, professional issues, general therapeutic principles and strategies, common difficulties, group development and other pertinent issues raised by the students

Complete records of clinical supervision must be submitted according to the prescribed format (see Appendix 3)

3. Case Presentation

Students will present at least two (02) clinical cases through which they will demonstrate

• Skill of case presentation
• Conceptualization of case by thinking theory and practice
• Ability to apply skills of assessment, formulation, treatment planning, intervention delivery and outcome evaluation
• Awareness and understanding of relevant clinical and professional issues
• Ability to respond properly to the methodological and professional issues in applied settings.
• Ability to receive support from professional colleagues

Students shall regularly attend clinical meetings at the department to master the skills of case presentation by giving presentations themselves and observing others doing so.

4. Case Report

Three case reports must be submitted following the prescribed guideline (see Appendix 7)

5. Practical viva

Student's clinical understanding and capacity to conduct clinical interview and formulation will be assessed though a viva-voce on clinical skills and relevant professional aspects. The viva will be conducted by a panel of three independent experts designated by the department.

Course Credit: 2

CPSY 508 Practice in Psychometrics

Practical: 2 Credit, 50 Marks

Course Objectives

As a requirement for the MS in Clinical Psychology, each student will have to acquire and demonstrate comprehensive psychometric assessment skills on different psychological issues including diagnosable psychological disorders (e. g. , anxiety, depression, obsessions and compulsions, social skill deficit, and stress related disorders), associated problems (e. g. , risk of suicide, and marital adjustment), psychological abilities and aptitudes (e. g. , memory, and intelligence) personality and other psychological aspects relevant to mental health and wellbeing.

Specific Objectives

This course aims to help students learn

1. an understanding of various purposes of clinical assessment
2. knowledge on the use different models of assessment
3. ability to integrate data from different assessment method
4. the skills of conducting clinical assessment,
5. the skills of preparing assessment report
6. understanding the impact of clinical assessment
7. to appreciate need for clinical supervision and use supervision effectively

Instructional Strategies

Clinical skills training

Roleplay on assessment techniques

Assignment on clinical assessment

Supervision on clinical assessment

Placement at mental health (psychiatry and clinical psychology) service setup

Assessment Method

A student has to prepare and submit a minimum of three complete assessment reports. One of these should be a comprehensive (multi-modal) clinical assessment report of a single client. (it should incorporate findings from mental state examination (MSE or MMSE), clinical interview, standardized test and any other assessment techniques). The other two should be assessment report of two psychometric instrument including one on intelligence or on personality

1	A comprehensive (multi-modal) clinical assessment report of a single client. (it should incorporate findings from mental state examination (MSE or MMSE), clinical interview, standardized test and any other assessment techniques)	30 marks
2	Two assessment reports of administering any psychometric scale. (one should be a personality or intelligence test)	20 marks

Assessment reports must be submitted in consultation with the course teacher.

Learning Outcomes

After completing this course, the students will be able to

1. appreciate the need for different assessment methods
2. choose the most suitable method(s) of assessment for the problem(s) at hand
3. use different basement techniques
4. integrate data from multiple assessment method to arrive at a comprehensive understanding of the client and his or her presenting problems as well as strengths
5. prepare assessment report for communicating among team members and other stakeholders
6. utilize assessment data in case formulation as well as planning and evaluating intervention

Outline of the Course activities

1. Training on assessment techniques, Report writing,
2. Training on ethical aspects of assessment and report preparation
3. Assignments on conduction of clinical assessment
4. Assignments on writing clinical assessment report

 

 

 

 

 

Course Credit: 2

CPSY 509 Seminar

Practical: 2 Credit, 50 Marks

This is an evaluation course with no specific teaching assigned to it. As a requirement for the MS in Clinical Psychology, each student will have to demonstrate his/her comprehensive theoretical knowledge and ability of linking theory into clinical practice through a seminar on a clinical case. A student has to prepare a presentation on a clinical case dealt by him in consultation with his/her clinical supervisor.

The seminar examination committee will ask the student to present the case before an assorted audience. The presented case should be selected from the three case reports submitted as part of clinical requirements (see Appendix 7). The seminar examination committee may review the specific care report as an aid to evaluate the quality of presentation.

Assessment Method

A student will be judged on the basis of his/her –

1. presentation quality
2. conceptual clarity and
3. quality of response to the questions raised by audiences.

 

 

 

 

 

 

Course Credit: 6

CPSY 510 Thesis

6 Credit, 150 Marks

Course Objectives

As a requirement for the MS in Clinical Psychology, each student will have to conduct a research in his or her chosen area to link the theoretical aspects of research in the practical field. Throughout the MS studies each student will be assigned to a faculty member of the Dept. of Clinical Psychology to act as his/her research supervisor.

A student has to prepare a thesis in consultation with his/her research supervisor and submit it to the Department. Thesis should be prepared and submitted according to the guideline prescribed by the department (see Appendix 10).

Specific Objectives

This course aims to help students learn

1. understanding the need for applied research
2. ability to draft research question
3. ability to select suitable research method in line with research questions and objective
4. skills in planning research activities
5. ability appreciate and utilize available resources required for conduction or research
6. ability write thesis following existing academic standards
7. ability to present and defend their own research
8. comprehensive understanding of research process

Instructional strategies

1. Research skills training
2. Research supervision
3. Assignment by supervisor

Assessment Method

1	Thesis presentation	50 marks
2	Thesis examination	100 marks

Evaluation Strategy

Presentation.

In thesis presentation, the student will be judged on the basis of his/her –

1. Conceptualization of basic principles of research
2. Adequate analysis and display of data
3. Quality of presentation
4. scientific merit of the work carried out by the students
5. Appropriateness and accuracy of response to questions from the audience

Thesis.

Evaluation of the thesis will be done according to the existing rules of the university with two externals examiners. The external examiners may include the researchers from other universities, research institutions, or from the University of Dhaka however will be outside of the department.

Additional mandatory requirements

1. Proposal submission
2. Ethical approval of the research
3. Submission of draft thesis
4. Submission of supervision record

Learning outcomes

After completing this course, the students will be able to

1. demonstrate comprehensive understanding of research process
2. demonstrate competency to plan and conduct research
3. move towards independence in planning and conducting research
4. appreciate ethical aspects associated with research
5. demonstrate academic writing skills
6. write research reports and thesis

Outline of the Course activities

Proposal writing and submission; Attend trainings on research skills; Discussion with supervisor; Completion and submission relevant assignment by student as and when decided by the supervisor.

 

 

 

 

 

Course Credit: 2

 

CPSY 511 Viva-voce

2 Credit, 50 Marks

 

This is an evaluation course with no specific teaching assigned to it. Viva-voce will be carried out to assess acquisition of learning from the theory courses. The students will face an interview board comprised of the designated examination committee for the specific session.

 

 

Course Credit:

CPSY 512 Professional issues

Theory: Non-Credit

Course Objectives

This non-credit course is aimed at personalized professional development of the students. They will gain a broader understanding of the professional issues relevant to mental health profession as a whole and specific to clinical psychology discipline. Content of this course may focus primarily on issues relevant to Bangladesh context however these will be discussed with a global perspective.

Specific Objectives

This course aims to help students learn

1. understanding of the route to become professional clinical psychologist
2. understanding of their role in health system and mental health service delivery
3. knowledge on ethical aspects in professional practice as clinical psychologist
4. understanding of the ways to ensure professional growth

Learning Outcomes

After completing this course, the students will be able to

1. appreciate the need for understanding and adherence to the professional standards
2. appreciate their role in health system and mental health service delivery
3. identify professional issues that require special attention for effective practice and professional growth
4. appreciate the need for self-care
5. communicate effectively in multidisciplinary team
6. practice in an ethical manner
7. comprehend need for the continuing professional development

Course Content and Class Distribution

	Course content	Class*	Method**
1	Mental Health services in Bangladesh	4	DS
2	The profession of Clinical Psychology	6	DS
3	Personal and professional practice
	Personal and interpersonal presentation Case load management: Administration, record keeping, workload management, seeking advice, referral	2	DS
	Broad spectrum basic skills: Assessment, formulation, intervention, team work, teaching, consultant role, research and evaluation	3	DS
	Professional skills: Chairing committees, leadership, negotiation, resource management, budgeting Personal development: Self-motivation, stress, burnout, self-appraisal and career planning, clinical supervisor, further training	3	DS
4	Ethical issues Code of conduct Relevant legislation	4	DS
5	Service issues Equity of access Quality assurance Information systems and record keeping Cost effectiveness Future development	3	DS
6	Career development plan                                                                                                                                                                              Total	4   29	Disclosure, DS & AS

Note: *Per class 90 minutes; **DS= Discussion, **AS= Assignment

 

List reading materials for this course will be supplied in the class.