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 |
|
CPSY 702.1 |
Quantitative Research Design |
2 |
50 |
Group 2 |
CPSY 702.2 |
Qualitative Research Design |
2 |
50 |
|
CPSY 703.1 |
Clinical Neuropsychology |
2 |
50 |
Group 3 |
CPSY 703.2 |
Community Mental Health |
2 |
50 |
|
CPSY 703.3 |
Paediatric and Clinical Child Psychology |
2 |
50 |
|
CPSY 704.1 |
Advancement in Psychotherapy : Theory and Practice |
2 |
50 |
Group 4 |
CPSY 704.2 |
Experimental Psychopathology |
2 |
50 |
|
CPSY 704.3 |
Psychology of Self and Interpersonal Relationship |
2 |
50 |
|
CPSY 705.1 |
Philosophy of Research Design |
Non-credit |
Compulsory |
Additional Requirements for the Department of Clinical Psychology
PhD students enrolled at the department of clinical psychology will be subjected to the following requirements additional to the general requirements set for the PhD student by the University of Dhaka.
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
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
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.
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 3rd decade. This course will help students to get oriented on the historical development of Clinical Psychology as a profession as well as to learn strategies for further development in the context of Bangladesh.
Specific Objectives
This course aims to help the researcher to learn
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
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
|
3 |
PL |
8 |
Growth of the professionals in the development of profession
|
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.
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
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
Course Content and Class Distribution
|
Content |
Class* |
Method** |
1 |
Review of general and specific research skills and knowledge previously acquired |
8 |
PL |
2 |
Recent development and concerns in psychometry |
3 |
PL |
3 |
Creating impact with research Randomized Controlled Trial Action research Implementation science Research in service planning Evaluation research |
(13) 3 2 4 2 2 |
PL, Assignment |
4 |
Working with data Perquisites of quality data (accurate and valid data, training, representativeness, sample size estimation) Preparing data Analysing data Interpreting data |
4 |
PL |
5 |
Advanced analysis techniques Multivariate analysis, Structural equation modelling, Analysing panel data |
9 3 3 3 |
PL PL PL PL |
6 |
Making sense of data and research findings Using MIS and other dataset in research Review research Meta-analysis |
5 |
PL, AS |
|
Total |
42 |
|
Note: *Per class 90 minutes; **PL= Participatory lecture, **AS= Assignment
References
Andy Field (2013) Discovering Statistics using IBM SPSS Statistics (4th Edition). Sage
Comer, J. S., & Kendall, P. C. (Eds.). (2013). The Oxford Handbook of Research Strategies for Clinical Psychology. Oxford University Press.
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge
Joseph F. Hair Jr, William C. Black, Barry J. Babin, Rolph E. Anderson (2010) Multivariate Data Analysis (7th Edition). Pearson
Millsap, R. E., &Maydeu-Olivares, A. (Eds.). (2009). The SAGE handbook of quantitative methods in psychology. Sage
Robert Ho (2013). Handbook of Univariate and Multivariate Data Analysis with IBM SPSS. Chapman and Hall/CRC.
Rust, John, and Susan Golombok (2014). Modern psychometrics: The science of psychological assessment (3rd edition). Routledge
Frees, E. W. (2004). Longitudinal and panel data: analysis and applications in the social sciences. Cambridge University Press.
Byrne, B. M. (2010) Structural equation modelling with AMOS.2nd edition
Forman, S. G. (2015). Implementation of mental health programs in schools: A change agent's guide. American Psychological Association.
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
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
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.
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
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
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
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
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
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
<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
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
Course Content and Class Distribution
Note: *Per class 90 minutes; **PL= Participatory lecture
Suggested readings
Roberts, Michael C., Brandon S. Aylward, and Yelena P. Wu, eds. (2014) Clinical practice of paediatric psychology. Guilford Publications.
Wyse, D. (2004). Childhood Studies: An Introduction. Blackwell Publishing, London.
Herbert, M. (199, 2nd Ed.). Clinical Child Psychology: Social Learning, Development and Behaviour. John Wiley & Sons, New York.
Lyman, R. D. ;&Hembree- Kigin, T. L. (1994). Mental Health Interventions with Preschool Children. Plenum Press, New York.
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
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
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 Title: Experimental PsychopathologyCourse 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
Instructional Strategies Participatory Lecture Group Discussion Assignment Assessment Methods Examination - 50 marks Learning Outcomes After completing this course, the students will be able to
Course Content and Class Distribution
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 Title: Psychology of Self and Interpersonal RelationshipCourse 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
Instructional Strategies Participatory Lecture Group Discussion Assignment Assessment Methods Examination - 50 marks Learning Outcomes After completing this course, the students will be able to
Course Content and Class Distribution
Note: *Per class 90 minutes; **AS= Assignment, **PS= Presentation by students, **PL= Participatory lec
CPSY.705.1
|
Philosophy of Research Design |
2
Cr.
Preview
Course Title: Philosophy of Research DesignCourse Credit: 2
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
Instructional Strategies Participatory Lecture Group Discussion Assignment Assessment Methods Assignment (Non-credit) Learning Outcomes After completing this course, the students will be able to
Course Content and Class Distribution
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
List of Syllabus
Academic |