The MS in Educational Psychology is a comprehensive programme designed to prepare students to become educational psychologists. It integrates theoretical knowledge, research, and practical training to develop professionals capable of addressing educational and developmental challenges. The programme emphasizes developmental psychology, managing learning disorders, and child rights while focusing on research and counselling skills.
Programme Learning Outcomes (PLOs):
Apply educational psychology theories to diverse educational settings.
Demonstrate ethical and professional conduct in educational psychology.
Apply culturally sensitive interventions to address developmental and educational challenges.
Conduct research and integrate evidence-based practices into educational settings.
Advocate for children’s rights, especially those with learning and developmental challenges.
Structure of the Curriculum
Duration of the Programme: 1.5 Years (72 Weeks)
Classes
30 weeks
Preparation Time for Course Final Examination
4 weeks
Course Final Examination (Theory)
8 weeks
Time for internship and thesis report submission
26 weeks
Result publication
4 weeks
Total
72 weeks
Admission Requirements: Graduate with honours (4 years) in Psychology from any reputed university/college with 50% marks or CGPA of 3.00 out of 4.00. Graduate (3 years) and Master’s in Psychology from any reputed university/college with 50% marks or CGPA 3.0 out of 4.00. Admission is based on satisfactory performance in written and oral tests, usually held in November each year. English proficiency is required as the language of instruction is English.
Total Minimum Credit Requirement to Complete the Programme: 46 credit hours are required to complete the programme, equivalent to level 9 of the Bangladesh National Qualifications Framework (BNQF) for higher education.
Total Class Weeks in a Year/Programme: The total number of class weeks for each course is 30 weeks (The lecture hours for a 2-credit course are 30, and for a 4-credit course, they are 60).
Minimum CGPA Requirements for Graduation: Students must achieve a minimum CGPA of 2.50 out of 4.00 to be eligible for graduation.
Maximum Academic Years of Completion: Students must complete the programme within a maximum of 2 academic years.
Category of Courses
Theory
Thesis
Clinical Work
Seminar
Viva-Voce
Total credits
24
6
12
2
2
46
General Education Courses: General education courses provide a broader learning experience for students and are interdisciplinary. The following courses are general education for the MS in Educational Psychology programme.
Course Code
Course Title
Credit Hours
Full Marks
EPSY 504
Legal and Policy Framework of Education in Bangladesh
2
50
EPSY 510
English for Mental Health Professionals
2
50
Total: 4 credit hours, 100 marks.
Core Courses: Core courses that characterize the discipline are divided into three main pillars:
Pillars
Courses
Credit Hours
Full Mark
Pillar 1: Core Scientific Knowledge
EPSY 501: Educational Psychology in Practice
2
50
EPSY 502: Understanding and Managing Developmental Disorders
4
100
EPSY 503: Human Growth and Lifespan Development
4
100
Pillar 2: Research and Assessment
EPSY 505: Assessment, Reporting, and Planning
4
100
EPSY 506: Research in Educational Psychology
4
100
EPSY 507: Professional and Ethical Issues in Research and Practice
2
50
EPSY 508: Thesis
6
150
EPSY 509: Seminar
2
50
Pillar 3: Clinical Skills
EPSY 511: Counselling and Consultation Skill
4
100
EPSY 512: Intervention in Educational Settings (Practical)
Internship: EPSY 512: 200 hours of client contact, 50 hours of supervised practice, and 350 hours of non-contact tasks (Seminar, Training, Conference, Workshops, etc.) (total 600 hours).
Thesis: EPSY 508: Thesis – Research-based thesis that requires proposal seminar, pre-submission seminar, and final submission.
14 courses · 46 credit hours across 2 terms
Code
Course title
Credits
EPSY 501
Educational Psychology in Practice
2
Course Code: EPSY 501
Course Credit: 2
Course Type: Core course
Contact Hours: 30
Total Marks: 50
Course Title: Educational Psychology in Practice
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course provides an in-depth exploration of the principles of educational psychology and their application in real-world educational settings. It introduces students to theories of learning and development, psychological principles of teaching, and strategies for managing learning environments. Emphasis will be placed on understanding the psychological processes involved in learning and how these can inform teaching practices to enhance student outcomes.
Course Objectives:
To introduce students to key concepts and theories in educational psychology.
To develop students’ understanding of the psychological principles underlying effective teaching and learning.
To equip students with the skills to apply psychological theories in managing diverse classroom environments.
To critically evaluate different educational interventions and their impact on student learning and development.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate an understanding of key concepts and theories in educational psychology.
✓
CLO 2: Apply psychological principles to enhance teaching and learning practices.
✓
✓
CLO 3: Analyse the effectiveness of different educational interventions.
✓
✓
✓
CLO 4: Reflect on ethical issues in applying educational psychology to real-world classroom settings.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Educational Psychology: Theories and Concepts (Role and history of EP)
Lecture, Discussion
Class Attendance
CLO 1
2-3
Cognitive Development Theories and Learning (Piaget, Ausubel)
Lecture, Group Discussion
Class Participation
CLO 1
4-5
Behavioural Theories of Learning and Application (Pavlov, Skinner, ABA)
Lecture, Case Studies
Class Participation
CLO 1
6
Motivation in Learning and Teaching (Maslow)
Lecture, Case Studies
In-course Test
CLO 2
7
Social Learning Theory and Classroom Application
Lecture, Group Discussion
Assignment
CLO 2
8
The Role of Memory in Learning
Lecture, Group Discussion
Class Participation
CLO 1
9
Vygotsky’s Sociocultural Theory of Cognitive Development
Lecture, Group Practice
Assignment continued
CLO 2
10
Bronfenbrenner’s ecological systems theory
Lecture, Case Studies
Class Participation
CLO 2
11
Erik Erikson’s Theory of Psychosocial Development
Lecture, Case Studies
Class Participation
CLO 3
12
Psychoanalytic theory
Lecture, Case Discussions
Class Participation
CLO 3
13-14
Case Studies in Educational Psychology
Workshop, Group Discussion
Class Participation
CLO 2
15
Final Review and Reflection
Review Session, Reflective Discussion
Final Exam
CLO 1, CLO 2, CLO 3, CLO 4
Note. One week of class should consist of at least 2 hours of in-class activities.
Assessment and Evaluation
Assessment Strategy:
Class Attendance (5%)
In-course Test (20%)
Assignment (10%)
Class Presentation (5%)
Final Exam (60%)
Marks Distribution:
Continuous Assessment (40%)
Summative Assessment (60%)
Learning Materials
Ormrod, J. E. (2016). Educational Psychology: Developing Learners (9th ed.). Pearson.
Woolfolk, A. (2016). Educational Psychology (13th ed.). Pearson.
Eggen, P., & Kauchak, D. (2015). Educational Psychology: Windows on Classrooms (10th ed.). Pearson.
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson.
Santrock, J. W. (2017). Life-Span Development (16th ed.). McGraw-Hill.
EPSY 503
Human Growth and Lifespan Development
4
Course Code: EPSY 503
Course Credit: 4
Course Type: Core course
Contact Hours: 60
Total Marks: 100
Course Title: Understanding and Managing Developmental Disorders
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course provides an in-depth understanding of developmental disorders, focusing on diagnosis, intervention, and management strategies across different educational and clinical settings. It aims to equip students with the skills needed to support individuals with developmental challenges, such as autism spectrum disorder (ASD), ADHD, intellectual disabilities, and learning disorders. Emphasis is placed on evidence-based interventions and culturally sensitive approaches in educational psychology practice.
Course Objectives:
To introduce students to the major developmental disorders that affect learning and behaviour.
To explore the biological, cognitive, and social factors contributing to developmental disorders.
To develop skills for assessing and diagnosing developmental disorders.
To equip students with intervention and management strategies for individuals with developmental disorders.
To examine the role of family, community, and educational environments in supporting individuals with developmental challenges.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Identify and describe the key characteristics of major developmental disorders.
✓
CLO 2: Analyse the biological, cognitive, and social factors that contribute to developmental disorders.
✓
✓
CLO 3: Apply diagnostic and assessment tools to identify developmental disorders in children and adolescents.
✓
✓
CLO 4: Design and implement evidence-based intervention strategies for managing developmental disorders.
✓
✓
✓
CLO 5: Reflect on the role of family, community, and educational environments in supporting individuals with developmental disorders.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Developmental Disorders
Lecture, Discussion
Class Attendance
CLO 1
2-4
Autism Spectrum Disorder (ASD): Characteristics and Diagnosis
Lecture, Group Discussion
Class Participation
CLO 1
5
ADHD: Diagnosis and Management
Lecture, Case Studies
Class Participation
CLO 1
6-7
Intellectual Disabilities and Learning Disorders
Lecture, Case Studies
In-course Test
CLO 1
8-9
Biological Factors in Developmental Disorders
Lecture, Group Discussion
Class Participation
CLO 2
10-11
Social, Emotional and Behaviour Disorders
Lecture, Case Discussions
Assignment
CLO 2
12-13
Developing Individualized Education Plans (IEPs) for Students with Developmental Disorders
Lecture, Case Studies
Class Participation
CLO 4
14-15
Evidence-Based Interventions for Autism Spectrum Disorder (ASD)
Lecture, Case Studies
Class Participation
CLO 4
16
Speech and language impairment
17
Cerebral Palsy
18-19
Managing ADHD in Educational Settings
Lecture, Group Discussions
Class Participation
CLO 4
20-21
Working with Families of Children with Developmental Disorders
Lecture, Case Studies
Class Participation
CLO 5
22-23
Inclusive Education and Community Support for Developmental Disorders
Reflective Workshop, Group Discussion
Class Presentation
CLO 5
24-25
Ethical Considerations in Managing Developmental Disorders
Lecture, Case Analysis
Class Participation
CLO 4
26-28
Case Studies in Managing Developmental Disorders
Workshop, Group Discussion
Class Participation
CLO 4
29-30
Final Review and Reflection
Review Session, Reflective Discussion
Final Exam
CLO 1, CLO 2, CLO 3, CLO 4, CLO 5
Note. One week of class should consist of at least 2 hours of in-class activities.
Assessment and Evaluation
Assessment Strategy:
Class Attendance (5%)
In-course Test (20%)
Assignment (10%)
Class Presentation (5%)
Final Exam (60%)
Marks Distribution:
Continuous Assessment (40%): This includes participation, In-course tests, assignments, and presentations.
Summative Assessment (60%): Includes the final exam.
Learning Materials
Rutter, M., & Taylor, E. (2008). Child and Adolescent Psychiatry (5th ed.). Wiley-Blackwell.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). American Psychiatric Publishing.
Matson, J. L. (2009). Social Behavior and Skills in Children. Springer.
Gillberg, C. (2010). The Autisms (2nd ed.). Oxford University Press.
Barkley, R. A. (2014). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). Guilford Press.
EPSY 502
Understanding and Managing Developmental Disorders
4
Course Code: EPSY 502
Course Credit: 4
Course Type: Core course
Contact Hours: 60
Total Marks: 100
Course Title: Human Growth and Lifespan Development
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course provides an in-depth exploration of the physical, cognitive, social, and emotional development of individuals across the lifespan. It aims to help students understand the key developmental stages from infancy through old age and how these changes impact learning, behaviour, and mental health. Special emphasis is placed on the role of culture, environment, and individual differences in development.
Course Objectives:
To introduce students to the key stages and theories of human growth and development.
To develop an understanding of how biological, psychological, and social factors influence development across the lifespan.
To equip students with the skills to critically analyse developmental processes and their implications for education and mental health.
To examine the impact of culture, family, and community on individual development.
To explore common developmental challenges and how they are addressed in various educational and clinical settings.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate an understanding of key developmental theories across the lifespan.
✓
CLO 2: Analyse how biological, psychological, and social factors influence development.
✓
✓
CLO 3: Critically assess the impact of culture and environment on individual development.
✓
✓
✓
CLO 4: Reflect on the developmental challenges and the implications for education and counselling.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Lifespan Development: Theories and Concepts
Lecture, Discussion
Class Attendance
CLO 1
2-4
Prenatal Development and Infancy
Lecture, Group Discussion
Class Participation
CLO 1
5-6
Early Childhood Development: Cognitive, Emotional, and Social Growth
Lecture, Case Studies
Class Participation
CLO 1
7-8
Middle Childhood and Adolescence: Physical and Cognitive Development
Lecture, Group Discussion
In-course Test
CLO 2
9-10
Adolescent Development: Social and Emotional Changes
Lecture, Case Studies
Class Participation
CLO 2
11-13
Adult Development: Early and Middle Adulthood
Lecture, Group Discussion
Assignment
CLO 2
14-16
Aging and Late Adulthood: Cognitive and Social Changes
Lecture, Group Practice
Assignment continued
CLO 2
17-18
Biological Influences on Development: Genetics and Neurobiology
Lecture, Case Studies
Class Participation
CLO 2
19-20
Cultural and Environmental Influences on Development
Lecture, Case Studies
Class Participation
CLO 3
21-22
Family and Community Impact on Development
Lecture, Case Discussions
Class Participation
CLO 3
23-24
Developmental Challenges and Special Needs Across the Lifespan
Lecture, Group Discussion
Class Participation
CLO 4
25-26
Case Studies in Lifespan Development
Lecture, Case Analysis
Class Participation
CLO 3
27-28
Ethical Considerations in Developmental Psychology
Workshop, Group Discussion
Class Participation
CLO 4
29-30
Final Review and Reflection
Review Session, Reflective Discussion
Final Exam
CLO 1, CLO 2, CLO 3, CLO 4
Note. One week of class should consist of at least 2 hours of in-class activities.
Continuous Assessment (40%): This includes participation, In-course tests, written assignments, and presentations.
Summative Assessment (60%): Includes the final written exam.
Learning Materials
Santrock, J. W. (2020). Life-Span Development (18th ed.). McGraw-Hill.
Berk, L. E. (2020). Development Through the Lifespan (7th ed.). Pearson.
Sigelman, C. K., & Rider, E. A. (2017). Life-Span Human Development (9th ed.). Cengage Learning.
Shaffer, D. R., & Kipp, K. (2013). Developmental Psychology: Childhood and Adolescence (9th ed.). Cengage Learning.
Newman, B. M., & Newman, P. R. (2017). Development Through Life: A Psychosocial Approach (13th ed.). Cengage Learning.
EPSY 504
Legal and Policy Framework of Education in Bangladesh
2
Course Code: EPSY 504
Course Credit: 2
Course Type: GED course
Contact Hours: 30
Total Marks: 50
Course Title: Legal and Policy Framework of Education in Bangladesh
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course is designed to provide students with a comprehensive understanding of the legal and policy framework that governs education in Bangladesh. Students will explore national and international policies, rights, and educational systems, with a special focus on the role of educational psychologists in curriculum development, advocacy, and networking. The course will critically examine the role of educators, parents, and policymakers in creating inclusive educational opportunities, especially for children with diverse needs.
Course Objectives:
To introduce students to the legal frameworks and educational policies at both national and international levels.
To help students understand the education system and the role of relevant organizations in Bangladesh.
To explore the role of educational psychologists in curriculum development.
To equip students with knowledge about educational psychology service delivery, advocacy, and networking.
To critically examine the role of educators, parents, and policymakers in ensuring equal educational opportunities for children with diverse needs.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Understand the national and international legal frameworks governing education.
✓
CLO 2: Analyse the role of relevant organizations in Bangladesh’s education system.
✓
✓
CLO 3: Evaluate the role of educational psychologists in curriculum development and policy dialogue.
✓
✓
✓
CLO 4: Demonstrate the ability to advocate for inclusive education and networking for educational psychology services.
✓
✓
✓
CLO 5: Critically assess the roles of educators, parents, and policymakers in supporting diverse educational needs.
✓
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Legal Framework and Policy of Education (National Level)
Lecture, Discussion
Class Attendance
CLO 1
2
Overview of the Primary Education Act, The Children Act 2013
Lecture, Group Discussion
Participation
CLO 1
3
Rights of Children with Special Needs: Disability Act, BPKA 2001, Neuro-developmental Trust Act
Lecture, Case Studies
Assignment
CLO 1, CLO 2
4
Legal Framework and Policy of Education (International Level)
Lecture, Discussion
Participation
CLO 1
5
Introduction to Child Rights: UNCRC and the SDGs
Lecture, Group Activity
Participation
CLO 1, CLO 2
6
School Systems in Bangladesh: Goal of Education for Underprivileged and Marginalized Communities
Lecture, Case Studies
Participation
CLO 2, CLO 5
7
Provisions for Children with Special Educational Needs in Bangladesh
Lecture, Group Discussion
In-course test
CLO 2, CLO 5
8
Educational Structure and Management (Formal and Non-Formal)
Lecture, Group Discussion
Participation
CLO 2
9
Inclusive Education: Policies and Practices
Lecture, Case Studies
Skills Practice
CLO 3
10
Roles and Responsibilities of Education-Related Organizations: NCTB, BANBEIS, NAEM
Lecture, Group Activity
Participation
CLO 2, CLO 3
11
Research, Advocacy, and Policy Dialogue in Education
Lecture, Group Discussion
Written Assignment
CLO 3, CLO 4
12
Curriculum Development: Types and Process of Curriculum Design
Lecture, Case Studies
Skills Practice
CLO 3
13
Educational Psychology Service Delivery: Capacity Building, Advocacy, and Networking
Lecture, Group Activity
Participation
CLO 4
14
Existing Services of Educational Psychology in Bangladesh
Lecture, Case Studies
Participation
CLO 4, CLO 5
15
Final Review: The Role of Educators, Parents, and Policymakers
Reflective Session, Case Discussion
Final exam
CLO 5
Assessment and Evaluation
Assessment Strategy:
Class Attendance (5%)
In-course Test (20%)
Assignment (10%)
Class Presentation (5%)
Final Exam (60%)
Marks Distribution:
Continuous Assessment (40%): This includes participation, In-course tests, assignments, and presentations.
Summative Assessment (60%): Includes the final exam.
Learning Materials
Bangladesh Education Act and Primary Education Act
The Children Act 2013
United Nations Convention on the Rights of the Child (UNCRC)
Disability Act, Bangladesh Protibondhi Kollyan Ain (BPKA) 2001
SDG Reports on Education
United Nations. (1989). UN Convention on the Rights of the Child (CRC).
UNICEF. (2013). The State of the World’s Children 2013: Children with Disabilities.
Tomasevski, K. (2003). Education Denied: Costs and Remedies. Zed Books.
Ministry of Education, Government of Bangladesh. (2010). National Education Policy.
Save the Children. (2015). Inclusive Education in Bangladesh: Challenges and Opportunities.
Rights and Protection of Persons with Disabilities Act, 2013 (Bangladesh).
EPSY 505
Assessment, Reporting, and Planning
4
Course Code: EPSY 505
Course Credit: 4
Course Type: Core course
Contact Hours: 60
Total Marks: 100
Course Title: Assessment, Reporting, and Planning
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course equips students with the essential skills and knowledge needed for psychological and educational assessment, effective reporting, and planning interventions in educational settings. It emphasizes using standardized and non-standardized assessment tools, report writing, and developing individualized education plans (IEPs). Students will learn how to analyse assessment data to inform educational planning and decision-making while considering cultural and contextual factors.
Course Objectives:
To introduce students to various educational and psychological assessments, including standardized and non-standardized tools.
To develop students’ skills in writing comprehensive assessment reports that inform educational planning.
To provide students with the knowledge to create individualized education plans (IEPs) based on assessment data.
To explore the ethical, cultural, and contextual considerations in assessment, reporting, and planning.
To equip students with the ability to collaborate with educators, parents, and other professionals in the assessment and planning process.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate an understanding of various assessment tools used in educational psychology.
✓
CLO 2: Write comprehensive assessment reports that inform educational decision-making.
✓
✓
CLO 3: Develop individualized education plans (IEPs) based on assessment data.
✓
✓
CLO 4: Reflect on ethical and cultural considerations in assessment and planning.
✓
✓
✓
CLO 5: Collaborate effectively with other professionals in assessing and planning.
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Educational and Psychological Assessments
Lecture, Discussion
Class Attendance
CLO 1
2-5
Behavioural Assessment (ABA, STAR)
Lecture, Group Discussion
Class Participation
CLO 1
6-7
Principles of Assessment: Validity, Reliability, and Fairness
Lecture, Case Studies
Class Participation
CLO 1
8-9
Methods of Assessing Behaviour (Observation, Checklist)
Lecture, Case Studies
Class Participation
CLO 1
10
Functional Behavioural Assessment
Lecture, Case Studies
Class Participation
CLO 3
11
Assessment of Adaptive Behaviour
Lecture, Case Studies
Class Participation
CLO 1, CLO 2
12-13
Behavioural Assessment: Interview Method
Lecture, Case Studies
Class Participation
CLO 1, CLO 2
14-15
Interviewing Children, Parents, Teachers and Families
Lecture, Case Studies
Class Participation
CLO 1, CLO 2
16-17
Approaches of Assessment (Dynamic and Play-based)
Lecture, Case Studies
Class Participation
CLO 1, CLO 2
18-22
Testing Children (WISC-IV, Portage, ADOS), DSM-V
Demonstration
Class Participation
CLO 1, CLO 2
23
Collaborative Assessment and Planning: Working with Educators and Parents
Lecture, Group Practice
Assignment
CLO 5
24-25
Writing Assessment Reports: Structure and Content
Lecture, Group Practice
Assignment
CLO 2, CLO 5
26
Cultural Sensitivity in Assessment and Educational Planning
Lecture, Group Discussions
Class Participation
CLO 4
27
Reporting to Different Stakeholders: Parents, Teachers, and Administrators
Lecture, Case Studies
Class Participation
CLO 5
28
Ethical Dilemmas in Reporting and Planning
Reflective Workshop, Case Studies
Class Participation
CLO 4
29
Case Studies on Assessment, Reporting, and Planning
Workshop, Group Discussion
Class Participation
CLO 2
30
Final Review and Reflection
Review Session, Reflective Discussion
Final Exam
CLO 1, CLO 2, CLO 3, CLO 4, CLO 5
Note. One week of class should consist of at least 2 hours of in-class activities.
Assessment and Evaluation
Assessment Strategy:
Class Attendance (5%)
In-course Test (20%)
Psychological Test Conduction and Reporting (15%): A hands-on assessment task requiring students to administer and report on psychological tests.
Final Exam (60%)
Marks Distribution:
Continuous Assessment (40%): Participation, In-course tests, Psychological Test Conduction, and Reporting.
Summative Assessment (60%): Includes the final exam.
Learning Materials
Sattler, J. M. (2014). Foundations of Behavioral, Social, and Clinical Assessment of Children (6th ed.). Jerome M. Sattler, Publisher, Inc.
Overton, T. (2016). Assessing Learners with Special Needs: An Applied Approach (8th ed.). Pearson.
Salvia, J., Ysseldyke, J., & Witmer, S. (2017). Assessment in Special and Inclusive Education (13th ed.). Cengage Learning.
Wright, P., & Wright, P. (2006). Wrightslaw: From Emotions to Advocacy - The Special Education Survival Guide (2nd ed.). Harbor House Law Press.
Kubiszyn, T., & Borich, G. (2015). Educational Testing and Measurement: Classroom Application and Practice (11th ed.). Wiley.
EPSY 506
Research in Educational Psychology
4
Course Code: EPSY 506
Course Credit: 4
Course Type: Core course
Contact Hours: 60
Total Marks: 100
Course Title: Research in Educational Psychology
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course introduces students to the foundational research principles in educational psychology, emphasizing quantitative and qualitative research methods. It aims to develop students’ ability to critically evaluate existing research, design and implement their own research projects and apply research findings to inform educational practices. Students will explore ethical issues in research, data analysis techniques, and the application of research in real-world educational settings.
Course Objectives:
To introduce students to the principles of research design, data collection, and analysis in educational psychology.
To develop students’ skills in critically evaluating research literature and understanding research methodologies.
To provide students with the ability to design and implement educational psychology research projects.
To familiarize students with both qualitative and quantitative research methods and their applications in educational settings.
To explore ethical considerations and professional standards in conducting research in educational psychology.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate knowledge of research methods and their applications in educational psychology.
✓
CLO 2: Critically evaluate existing research in educational psychology.
✓
✓
CLO 3: Design and implement research projects in educational psychology.
✓
✓
CLO 4: Apply both quantitative and qualitative research methods to educational psychology research.
✓
✓
CLO 5: Reflect on ethical and professional standards in conducting educational research.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Research in Educational Psychology
Lecture, Discussion
Class Attendance
CLO 1
2-3
Quantitative Research Methods: Overview and Applications
Lecture, Group Discussion
Class Participation
CLO 1
4-6
Qualitative Research Methods: Overview and Applications
Lecture, Case Studies
Class Participation
CLO 1
7-8
Research Design: Creating Research Questions and Hypotheses
Lecture, Group Discussion
In-course Test
CLO 3
9-10
Data Collection Methods: Surveys, Interviews, and Observations, FGD
Lecture, Group Discussion
Class Participation
CLO 3
11
Ethical Considerations in Educational Research
Lecture, Group Practice
Assignment
CLO 5
12-15
Quantitative Data Analysis: Statistical Tools and Interpretation
Lecture, Case Studies
Assignment continued
CLO 4
16-20
Qualitative Data Analysis: Grounded Theory, IPA, Thematic Analysis
Lecture, Group Discussions
Class Participation
CLO 4
21
Reviewing Research Literature: Techniques and Tools
Lecture, Case Studies
Class Participation
CLO 2
22
Research Ethics and Informed Consent
Lecture, Group Discussions
Class Participation
CLO 5
23
Writing a Research Proposal: Structure and Best Practices
Reflective Workshop, Group Discussion
Class Presentation
CLO 3
24
Case Studies in Educational Psychology Research
Workshop, Group Discussion
Class Participation
CLO 2
25
Reporting Research Findings: Writing Research Reports
Lecture, Case Analysis
Class Participation
CLO 3
26
Reviewing Research Proposals: Peer Feedback and Discussions
Workshop, Group Discussion
Class Participation
CLO 3
27-30
Final Review and Reflection
Review Session, Reflective Discussion
Final Exam
CLO 1, CLO 2, CLO 3, CLO 4, CLO 5
Note. One week of class should consist of at least 2 hours of in-class activities.
Assessment and Evaluation
Assessment Strategy:
Class Attendance (5%)
In-course Test (20%)
Assignment (15%)
Final Exam (60%)
Marks Distribution:
Continuous Assessment (40%): Participation, In-course tests, and assignments.
Summative Assessment (60%): Includes the final written exam.
Learning Materials
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (7th ed.). Pearson.
Gall, M. D., Gall, J. P., & Borg, W. R. (2015). Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice (7th ed.). Pearson.
Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. SAGE Publications.
Tabachnick, B. G., & Fidell, L. S. (2018). Using Multivariate Statistics (7th ed.). Pearson.
EPSY 507
Professional and Ethical Issues in Research and Practice
2
Course Code: EPSY 507
Course Credit: 2
Course Type: Core course
Contact Hours: 30
Total Marks: 50
Course Title: Professional and Ethical Issues in Research and Practice
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course introduces students to the key professional and ethical issues that arise in research and practice in educational psychology. It emphasizes the ethical standards and principles that guide professional behaviour in educational, clinical, and research settings. The course also addresses confidentiality, informed consent, working with vulnerable populations, cultural sensitivity, and assessment and intervention practices’ legal and ethical implications.
Course Objectives:
To introduce students to professional standards and ethical principles in educational psychology.
To develop students’ understanding of ethical issues related to research and practice, including confidentiality, informed consent, and professional competence.
To explore the ethical challenges in working with vulnerable populations and culturally diverse groups.
To familiarize students with the legal frameworks that govern educational psychology research and practice.
To equip students to apply ethical decision-making models in real-world scenarios.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate an understanding of professional standards and ethical principles in educational psychology research and practice.
✓
CLO 2: Identify and evaluate ethical issues related to confidentiality, informed consent, and working with vulnerable populations.
✓
✓
CLO 3: Apply ethical decision-making models in research and practice scenarios.
✓
✓
✓
CLO 4: Reflect on the legal and ethical implications of assessment and intervention practices.
✓
✓
✓
CLO 5: Demonstrate cultural sensitivity when addressing ethical dilemmas in diverse settings.
✓
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Professional and Ethical Standards in Educational Psychology
Lecture, Discussion
Class Attendance
CLO 1
2
Confidentiality and Informed Consent in Research and Practice
Lecture, Group Discussion
Class Participation
CLO 1
3
Ethical Challenges in Working with Vulnerable Populations
Lecture, Case Studies
Class Participation
CLO 2
4-5
Cultural Sensitivity in Educational Psychology Practice
Lecture, Group Discussion
In-course Test
CLO 5
6
Ethical Issues in Assessment and Intervention
Lecture, Case Studies
Assignment
CLO 4
7
Ethical Decision-Making Models and Their Application
Lecture, Group Discussions
Assignment continued
CLO 3
8
Professional Competence and Accountability
Lecture, Group Practice
Class Participation
CLO 1
9
Ethical Considerations in Research Design and Implementation
Lecture, Case Studies
Class Participation
CLO 3
10
Addressing Ethical Dilemmas in Practice: Case Studies
Reflective Workshop, Group Discussion
Class Presentation
CLO 2
11
Ethical Issues in Collaborating with Families and Other Professionals
Workshop, Group Discussion
Class Participation
CLO 3
12-14
Ethical and legal aspects of supervision, Context & format for supervision function &process of supervision
Lecture, Case Studies
Class Participation
CLO 1
15
Final Review and Reflection
Review Session, Reflective Discussion
Final Exam
CLO 1, CLO 2, CLO 3, CLO 4, CLO 5
Note. One week of class should consist of at least 2 hours of in-class activities.
Assessment and Evaluation
Assessment Strategy:
Class Attendance (5%)
In-course Test (20%)
Assignment (10%)
Class Presentation (5%)
Final Exam (60%)
Marks Distribution:
Continuous Assessment (40%): This includes participation, In-course tests, assignments, and presentations.
Summative Assessment (60%): Includes the final exam.
Learning Materials
American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. APA.
Koocher, G. P., & Keith-Spiegel, P. (2016). Ethics in Psychology and the Mental Health Professions: Standards and Cases (4th ed.). Oxford University Press.
Pope, K. S., & Vasquez, M. J. T. (2016). Ethics in Psychotherapy and Counseling: A Practical Guide (5th ed.). Wiley.
Fisher, C. B. (2017). Decoding the Ethics Code: A Practical Guide for Psychologists (4th ed.). SAGE Publications.
Knapp, S. J., Gottlieb, M. C., & Handelsman, M. M. (2017). Ethical Dilemmas in Psychotherapy: Positive Approaches to Decision Making. APA.
EPSY 510
English for Mental Health Professionals
2
Course Code: EPSY 510
Course Credit: 2
Course Type: GED course
Contact Hours: 30
Total Marks: 50
Course Title: English for Mental Health Professionals
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course is designed to equip Educational Psychology trainees with the necessary English language skills to excel in their academic and professional careers. It addresses the challenges of local Bangladeshi students, for whom English is not the mother tongue, by improving academic writing, reading comprehension, and communicative abilities in professional settings. The course aims to enhance students’ capacity to engage with English-language textbooks, write clear and structured academic papers, and communicate effectively with colleagues and clients in mental health.
Course Objectives:
To develop proficiency in academic writing, particularly for producing structured essays, reports, and research papers.
To enhance reading comprehension skills, focusing on understanding academic texts and professional materials in the mental health field.
To build speaking and communicative skills for professional interactions, including client communication and presentations.
To improve listening skills to better understand lectures, discussions, and professional dialogues.
To cultivate confidence in using English in academic and professional settings, particularly within the context of counselling and mental health practice.
Course Learning Outcomes (CLOs) and Mapping with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate proficiency in academic writing, including structuring essays, reports, and research papers.
✓
✓
CLO 2: Comprehend and analyse academic texts in English, particularly on mental health.
✓
✓
CLO 3: Communicate effectively in professional settings, including client communication and presentations.
✓
✓
✓
CLO 4: Apply listening skills to lectures, discussions, and professional dialogues.
✓
✓
CLO 5: Exhibit confidence in using English in academic and professional settings relevant to counselling and mental health.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Academic English for Mental Health Professionals
Lecture, Discussion
Class Attendance
CLO 1, CLO 5
2
Structuring Academic Essays and Reports
Lecture, Writing Exercises
Class Participation
CLO 1
3
Writing Research Papers: Introduction, Body, and Conclusion
Lecture, Writing Practice
Writing Test
CLO 1
4
Reading Academic Texts: Strategies for Comprehension
Lecture, Group Reading, Discussion
Reading Test
CLO 2
5
Understanding Mental Health Textbooks and Journals
Reading Practice, Group Discussions
Class Participation
CLO 2
6
Communicative Skills for Mental Health Professionals
Lecture, Role-Play, Group Practice
Speaking Test
CLO 3
7
Presentation Skills for Mental Health Professionals
Group Presentations, Peer Feedback
Class Participation
CLO 3, CLO 5
8
Listening Skills: Understanding Lectures and Discussions
Listening Exercises, Group Discussions
Class Participation
CLO 4
9
Client Communication: Using English in Counselling Settings
Role-Play, Group Practice
Class Participation
CLO 3
10
Professional Communication: Emails, Reports, and Client Notes
Lecture, Writing Practice
Class Participation
CLO 1, CLO 3
11
Reflecting on English Proficiency: Strengths and Areas for Improvement
Self-Assessment, Peer Feedback
Class Participation
CLO 5
12
Review and Practice: Writing, Speaking, and Listening in Professional Contexts
Group Review, Practice Sessions
Class Participation
CLO 1, CLO 3, CLO 4
13
Final Preparation for the Written and Oral Assessments
Speaking Test (15%): Assessment of students’ communication ability in professional settings, including role-plays and presentations.
Reading Test (10%): Students will be tested on their ability to comprehend and analyse academic texts in mental health.
Writing Test (10%): A test focused on students’ ability to write academic essays, reports, and papers.
Final Exam (60%): A comprehensive exam that assesses students’ writing, reading, and English communication proficiency.
Marks Distribution:
Continuous Assessment: 40% (Attendance, speaking, reading, and writing tests)
Summative Assessment: 60% (Final exam)
Learning Materials:
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage.
Levin, P. (2012). Excellent Dissertations! McGraw-Hill Education.
Bailey, S. (2020). Academic Writing for International Students of Business and Economics. United Kingdom: Routledge.
Wood, C., Percy, C., Giles, D. (2012). Your Psychology Project Handbook. United Kingdom: Pearson Education.
American Psychological Association (2020). Publication Manual of the American Psychological Association (7th ed.).
McCarthy, M., & O’Dell, F. (2017). English Vocabulary in Use: Upper-Intermediate (4th ed.). Cambridge University Press.
Glendinning, E. H., & Holmström, B. (2005). Study Reading: A Course in Reading Skills for Academic Purposes (2nd ed.). Cambridge University Press.
EPSY 511
Counselling and Consultation Skill
4
Course Code: EPSY 511
Course Credit: 4
Course Type: Core course
Contact Hours: 60
Total Marks: 100
Course Title: Counselling and Consultation Skill
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course is designed to equip students with essential counselling and consultation skills, emphasising parent and school-based consultation in educational settings. Students will develop interpersonal communication, ethical considerations, and culturally sensitive practices needed for effective collaboration with parents, teachers, and school staff. The course addresses ethical issues, communication strategies, and the application of counselling techniques to meet the needs of students in Bangladesh’s educational system.
Course Objectives:
To develop students’ core skills for counselling and effective parent and school-based consultation.
To enhance students’ understanding of self and others in interpersonal interactions.
To develop students’ ability to collaborate with parents, teachers, and school staff to address students’ needs.
To explore the ethical challenges involved in school-based consultation.
To promote the application of culturally sensitive counselling and consultation practices in educational settings in Bangladesh.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate core counselling and consultation skills in educational settings.
✓
CLO 2: Understand the nature of interpersonal communication in self and others.
✓
✓
CLO 3: Build collaborative relationships with parents, teachers, and school staff.
✓
✓
✓
CLO 4: Apply culturally sensitive and ethical practices in parent-school consultation.
✓
✓
✓
CLO 5: Address conflict resolution and school-based consultation challenges effectively.
✓
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Counselling and Consultation in Educational Settings
Lecture, Discussion
Class Attendance
CLO 1
2-4
Interpersonal Interaction and Relation: Nature of Interpersonal Communication
Lecture, Group Discussion
Participation
CLO 2
5-6
Understanding Self and Others
Lecture, Case Studies
Skills Practice
CLO 2
7-10
Building Collaborative Relationships with Parents and Teachers
Lecture, Group Activity
Participation
CLO 3
11-12
Key Issues in Counselling and Consultation
Lecture, Group Discussion
Assignment
CLO 3
13-14
Communication Skills in Counselling and Consultation
Lecture, Role-Play
Participation
CLO 1, CLO 3
15-18
Active Listening and Empathy in Dealing with Clients, Parents, and School Authorities
Lecture, Group Activity
Participation
CLO 1
19-20
Questioning Techniques and Communication Strategies in Educational Settings
Lecture, Group Discussion
Skills Practice
CLO 1
21
Culturally Sensitive Practices in Counselling and Consultation
Lecture, Case Studies
In-course Test
CLO 4
22-25
Family Dynamics in School-Based Consultation
Lecture, Group Discussion
Skills Practice
CLO 4
26
Conflict Resolution in Parent-School Consultation
Lecture, Role-Play
Participation
CLO 5
27
Ethical Issues in Parent and School-Based Consultation
Lecture, Case Discussions
Participation
CLO 4
28
Parental Role in Supporting Educational Needs of Diverse Groups of Students
Lecture, Group Activity
Case Study Presentation
CLO 4, CLO 5
29
Reflective Practice of Real-Life Scenarios and Case Studies
Group Activity, Reflective Session
Participation
CLO 5
30
Final Review and Reflection
Reflective Session, Group Work
Final Exam
CLO 1 to CLO 5
Note. One week of class should consist of at least 2 hours of in-class activities.
Assessment and Evaluation
Assessment Strategy:
Class Attendance (5%)
In-course Test (20%)
Assignment (10%)
Class Presentation (5%)
Final Exam (60%)
Marks Distribution:
Continuous Assessment (40%): This includes participation, In-course tests, assignments, and presentations.
Summative Assessment (60%): Includes the final exam.
Learning Materials
Sheridan, S. M., & Kratochwill, T. R. (2010). Conjoint Behavioral Consultation: Promoting Family-School Connections and Interventions. Springer.
Pianta, R. C., & Walsh, D. J. (2014). High-Risk Children in Schools: Constructing Sustaining Relationships. Routledge.
Doyle, W., & Goodnow, J. J. (2018). Parent-Teacher Collaboration in Schools. Cengage Learning.
Epstein, J. L. (2011). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
Erchul, W. P., & Martens, B. K. (2010). School Consultation: Conceptual and Empirical Bases of Practice (3rd ed.). Springer.
Code
Course title
Credits
EPSY 508
Thesis
6
Course Code: EPSY 508
Course Credit: 6
Course Type: Core course
Contact Hours: NA
Total Marks: 150
Course Title: Thesis
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: The Thesis course allows students to conduct independent research on a topic of significance in educational psychology. Through this course, students will apply research methodologies, analyse data, and produce a scholarly thesis demonstrating their ability to contribute to educational psychology’s academic and practical discourse. The course emphasizes developing research skills, ethical considerations, and critical analysis, culminating in a written thesis. There are no formal contact hours, but the student has to get research supervision for a minimum of 20 hours.
Course Objectives:
To develop the ability to conduct independent, original research in educational psychology.
To enable students to critically review literature and identify research gaps in educational psychology.
To guide students in designing and implementing research projects that contribute to understanding and improving educational practices.
To equip students with data collection, analysis, and scholarly writing skills.
To encourage ethical research practices and adherence to academic integrity in research reporting.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Conduct independent research in educational psychology.
✓
CLO 2: Identify research gaps and formulate relevant research questions.
✓
CLO 3: Collect and analyse data using appropriate methodologies.
✓
✓
CLO 4: Produce a well-structured thesis with clear, scholarly writing.
✓
✓
CLO 5: Demonstrate critical thinking and depth of analysis in the final thesis.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Stage
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
Proposal Stage
Developing the research question, conducting a literature review, and formulating research hypotheses
Individual Supervision
Research Proposal Seminar
CLO 2
Research Design
Designing the methodology, selecting appropriate tools, and planning data collection
Individual Supervision
Research Logbook
CLO 3
Data Collection
Collecting data through interviews, surveys, or experiments
Independent Research
Research Logbook
CLO 3
Data Analysis
Analysing data using qualitative or quantitative techniques
Independent Research, Individual Supervision
Research Logbook
CLO 3
Thesis Writing
Writing the thesis, including the introduction, literature review, methods, results, and discussion sections
Individual Supervision
Pre-submission Seminar
CLO 4
Thesis Submission
Final submission of the Thesis
Independent Research, Individual Supervision
Final Thesis Report (60%)
CLO 5
Assessment and Evaluation
Assessment Strategy:
Research Proposal Seminar (20%): Evaluation of the student’s ability to formulate a research question, conduct a literature review, and design a research project.
Thesis Defense (15%): A presentation of preliminary findings, demonstrating the student’s progress and the quality of data collection and analysis.
Thesis Submission (60%): The written thesis is evaluated for its clarity, depth, and scholarly contribution. The thesis should follow the standard thesis format, including a clear introduction, literature review, methodology, results, discussion, and conclusion.
Research Logbook (5%): Regular updates and reflections on the research process.
Marks Distribution:
Continuous Assessment (40%): Includes the research proposal seminar, pre-submission seminar, and research logbook.
Summative Assessment (60%): Includes the final thesis.
Learning Materials
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. SAGE Publications.
McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (7th ed.). Pearson.
Punch, K. F. (2013). Introduction to Social Research: Quantitative and Qualitative Approaches (3rd ed.). SAGE Publications.
Thomas, G. (2017). How to Do Your Research Project: A Guide for Students (3rd ed.). SAGE Publications.
EPSY 509
Seminar
2
Course Code: EPSY 509
Course Credit: 2
Course Type: Core course
Contact Hours: NA
Total Marks: 50
Course Title: Seminar
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: The Seminar course is designed to engage students in advanced reading and critical analysis of scholarly articles in educational psychology. This course aims to develop students’ skills in academic reading, critical thinking, and scholarly presentations. Students will be required to select relevant peer-reviewed articles, critically review the literature, and present their findings in a seminar format. The course promotes active learning and encourages dialogue on contemporary issues in psychology.
Course Objectives:
To develop the ability to critically read and review scholarly articles in psychology.
To improve students’ skills in presenting academic research and engaging in scholarly discussions.
To foster critical thinking and the synthesis of knowledge from diverse research articles.
To cultivate an understanding of current trends, research methods, and theoretical debates in educational and counselling psychology.
To enhance professional presentation and communication skills in an academic setting.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Critically review scholarly articles and synthesize knowledge.
✓
CLO 2: Present research findings and critical analyses in a seminar format.
✓
✓
CLO 3: Engage in critical discussions on contemporary issues in psychology.
✓
✓
CLO 4: Demonstrate an understanding of current research methods and theoretical debates.
✓
✓
CLO 5: Enhance professional presentation and communication skills.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to the Seminar Course
Lecture, Discussion
Class Attendance
CLO 1
2
Selection of Scholarly Articles: How to Choose a Relevant Article
Lecture, Discussion
Participation
CLO 1
3-4
Critical Review Techniques: Understanding Research Methods and Arguments
Lecture, Group Discussion
Participation
CLO 1
5-6
Research Synthesis: Integrating Knowledge from Multiple Sources
Lecture, Case Studies
Skills Practice
CLO 2
7-8
Presentation Techniques: Structuring a Scholarly Presentation
Lecture, Group Activity
Participation
CLO 2
9-11
Critical Discussion: Engaging with Contemporary Research
Written Review Report: 30% (Submission of critical review reports on selected scholarly articles)
Peer Feedback and Participation: 20% (Active engagement in discussions and providing feedback on peers’ presentations)
Learning Materials
Grewal, A., Kataria, H., & Dhawan, I. (2016). Literature search for research planning and identification of research problem. Indian journal of anaesthesia, 60(9), 635–639. https://doi.org/10.4103/0019-5049.190618
de Klerk, W., & Pretorius, J. (2019). Guideline for conducting critical reviews in psychology research. Journal of Psychology in Africa, 29(6), 645–649. https://doi.org/10.1080/14330237.2019.1691793
Tawfik, G.M., Dila, K.A.S., Mohamed, M.Y.F., et al. A step-by-step guide for conducting a systematic review and meta-analysis with simulation data. Trop Med Health 47, 46 (2019). https://doi.org/10.1186/s41182-019-0165-6
Ahn, E., & Kang, H. (2018). Introduction to systematic review and meta-analysis. Korean Journal of Anesthesiology, 71(2), 103–112. https://doi.org/10.4097/kjae.2018.71.2.103
EPSY 512
Intervention in Educational Settings (Practical)
4
Course Code: EPSY 512
Course Credit: 4
Course Type: Core course
Contact Hours: 60
Total Marks: 100
Course Title: Intervention in Educational Settings (Practical)
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: This course equips students with the knowledge and skills to design and implement interventions in educational settings, focusing on addressing academic, behavioural, and emotional challenges. Students will explore a range of intervention strategies, including behavioural interventions, academic support, and social-emotional learning programmes, emphasizing their practical application in schools. The course also highlights the importance of collaboration with educators, parents, and students in implementing these interventions effectively.
Course Objectives:
To introduce students to a variety of intervention strategies used in educational settings.
To develop students’ ability to design and implement interventions that address academic, behavioural, and emotional challenges.
To explore the role of collaboration with educators, parents, and school staff in intervention planning and execution.
To examine the ethical and cultural considerations in developing and applying interventions in diverse educational contexts.
To equip students with the skills to evaluate the effectiveness of interventions and make necessary adjustments.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Design and implement interventions that address students’ academic, behavioural, and emotional needs.
✓
CLO 2: Collaborate with teachers, parents, and school staff to plan and execute interventions.
✓
✓
CLO 3: Apply intervention strategies that are culturally sensitive and ethically sound.
✓
✓
✓
✓
CLO 4: Monitor and evaluate the effectiveness of interventions in educational settings.
✓
✓
✓
CLO 5: Reflect on ethical challenges and professional standards in applying interventions in schools.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Introduction to Intervention Strategies in Educational Settings
Lecture, Discussion
Class Attendance
CLO 1
2
Academic Support Interventions: Individualized Education Plans (IEPs)
Lecture, Case Studies
Case Presentation
CLO 1
3
Behavioural Interventions: Positive Behaviour Support (PBS)
Lecture, Group Practice
Case Presentation continued
CLO 1
4
Emotional and Social Support Interventions
Lecture, Group Practice
Role-Play/Peer Group Conduction
CLO 1
5
Collaboration with Educators and School Staff for Intervention Planning
Lecture, Group Discussion
Role-Play/Peer Group Conduction continued
CLO 2
6
Engaging Parents in the Intervention Process
Lecture, Case Studies
Workshop Participation and Skills Practice
CLO 2
7
Culturally Sensitive Intervention Practices
Lecture, Group Discussion
Workshop Participation and Skills Practice continued
CLO 3
8
Ethical Issues in Educational Interventions
Lecture, Group Discussions
Class Participation
CLO 3
9
Administering the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV)
Lecture, Case Analysis
Conduction
CLO 4
10
Administering the Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III)
Role-Play, Group Practice
Conduction continued
CLO 4
11
Administering Postage Guide: Birth to 6 years
Group Practice, Case Study
Conduction continued
CLO 4
12
Administering the Autism Diagnostic Observation Schedule (ADOS II)
Role-Play, Group Discussion
Conduction continued
CLO 4
13
Monitoring and Evaluating the Effectiveness of Interventions
Workshop, Group Discussion
Conduction continued
CLO 4
14
Ethical and Cultural Considerations in Working with Diverse Student Populations
Lecture, Group Practice
Case Report
CLO 5
15
Final Review and Reflection
Review Session, Reflective Discussion
Case Report continued
CLO 5
Note. One week of class should consist of at least 2 hours of in-class activities.
Assessment and Evaluation
Assessment Strategy: The assessment strategy evaluates students’ ability to design, implement, and evaluate interventions in educational settings, with a practical focus on administering tests and reporting.
Case Presentation (20%): Students will present case studies on intervention strategies applied in educational settings, focusing on collaboration and ethical considerations.
Role-Play/Peer Group Conduction (10%): Students will participate in role-play exercises simulating real-life interventions, focusing on the practical application of strategies.
Workshop Participation and Skills Practice (10%): Hands-on activities, including group practice of intervention techniques and peer feedback.
Real Assessment and Reporting Using Any Prescribed Tests (40%): Students will conduct a real assessment using one of the prescribed psychological tests (WISC-IV, Bayley-III, Portage or ADOS II) and submit a comprehensive report based on their findings.
Case Report (20%): A detailed written report analysing a case, explaining the rationale for the chosen intervention, and reflecting on the outcome.
Marks Distribution:
Continuous Assessment (40%): Includes participation, case presentations, role-play, and workshop participation.
Summative Assessment (60%): This includes real assessment and reporting using prescribed tests (40%) and written case reports (20%).
Learning Materials
Conoley, J. C., & Conoley, C. W. (2010). Positive Behavioral Support: A Practical Guide to Implementing Effective Schoolwide Programs. Guilford Press.
Hattie, J., & Anderman, E. M. (2013). International Guide to Student Achievement. Routledge.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (2015). Handbook of Social and Emotional Learning: Research and Practice. Guilford Press.
Gresham, F. M., & Elliott, S. N. (2008). Social Skills Improvement System (SSIS) Rating Scales. Pearson.
Ysseldyke, J. E., Burns, M. K., & Rosenfield, S. (2014). Best Practices in School Psychology (6th ed.). National Association of School Psychologists.
EPSY 513
Internship (Practicum)
4
Course Code: EPSY 513
Course Credit: 4
Course Type: Core course
Contact Hours: NA
Total Marks: 100
Course Title: Internship (Practicum)
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: The Internship course provides students with hands-on experience in educational psychology through placements in real-world professional settings. Students will apply theoretical knowledge and intervention techniques acquired during their coursework to practical scenarios involving assessment, consultation, and intervention for children and adolescents in educational settings. Emphasis is placed on reflective practice, professional growth, and developing essential counselling and consultation skills under supervision. The internship required 200 hours of direct client contact, 50 hours of supervised practice, and 350 non-contact hours.
Course Objectives:
To provide students with practical experience delivering educational and psychological services in professional settings.
To develop students’ competency in conducting assessments, implementing interventions, and providing consultations.
To enhance students’ professional and ethical conduct while working with clients, school staff, and families.
To engage students in reflective supervision to improve clinical practice and self-awareness.
To foster skills in maintaining thorough documentation, including case notes and logbooks, to support professional learning.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Apply educational psychology theories in real-world professional settings.
✓
CLO 2: Conduct psychological assessments and interventions for students in educational settings.
✓
✓
CLO 3: Demonstrate professional and ethical conduct in practice.
✓
✓
✓
CLO 4: Collaborate with educators, parents, and other professionals in delivering services.
✓
✓
✓
CLO 5: Document and reflect on clinical experiences through supervision and process accounts.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
1
Orientation to the Internship Setting
Lecture, Discussion
Class Attendance
CLO 1
2
Introduction to Case Management and Assessment
Lecture, Case Studies
Supervision Feedback
CLO 2
3-6
Implementing Educational and Behavioural Interventions
Group Practice, Role-Play
Process Accounts
CLO 2
6-9
Conducting Psychological Assessments
Individual Supervised Practice
Attendance
CLO 2
10-20
Delivering Individualized Interventions
Role-Play, Case Studies
Clinical Logbook
CLO 3
21-22
Collaborative Practice: Working with Parents and Educators
Supervised Practice, Reflective Sessions
Supervision and Reflective Discussions
CLO 4
23
Ethical and Professional Issues in the Internship Setting
Group Supervision, Case Discussions
Clinical Logbook continued
CLO 3
24
Final Reflection on Professional Development and Learning
Reflective Workshop
Internship Report
CLO 5
Assessment and Evaluation
Assessment Strategy: The assessment strategy for this internship is designed to evaluate students’ practical skills, professional conduct, and reflective learning based on their internship experiences.
Internship Placement Attendance (10%): This assessment ensures students meet client contact and supervised practice hours.
Supervision and Reflective Discussions (20%): Students will engage in reflective supervision, receiving feedback from their supervisors on their clinical performance and professional growth.
Process Accounts (10%): Regular documentation and reflection on specific cases handled during the internship, detailing the interventions applied and the outcomes.
Clinical Logbook (10%): A detailed log of the student’s activities, including assessments, interventions, meetings, and supervision sessions.
Internship Report (40%): A comprehensive final report detailing the student’s internship experience, including case analyses, intervention reflections, and professional development.
Marks Distribution:
Continuous Assessment (60%): Includes attendance, supervision, process accounts, and the clinical logbook.
Summative Assessment (40%): Includes the final internship report.
Learning Materials
Fisher, C. B. (2017). Decoding the Ethics Code: A Practical Guide for Psychologists (4th ed.). SAGE Publications.
Thomas, A. & Grimes, J. (2002). Best Practices in School Psychology. National Association of School Psychologists.
O’Connor, K. (2015). The Play Therapy Primer: An Integration of Theories, Approaches, and Methods (3rd ed.). Wiley.
Sheridan, S. M., & Kratochwill, T. R. (2010). Conjoint Behavioral Consultation: Promoting Family-School Connections and Interventions. Springer.
Gutkin, T. B., & Reynolds, C. R. (2009). The Handbook of School Psychology (4th ed.). Wiley.
EPSY 514
Viva (Oral Examination)
2
Course Code: EPSY 514
Course Credit: 2
Course Type: Core course
Contact Hours: NA
Total Marks: 50
Course Title: Viva (Oral Examination)
Pre-requisite (If any): B.S. or B. A. (Hon’s) degree in Psychology
Rationale of the Course: The Viva (Oral Examination) course provides a comprehensive oral assessment at the end of the MS in Educational Psychology programme. This examination assesses the students’ overall understanding of the knowledge acquired throughout the programme, their ability to synthesize information from various courses, and the practical application of psychological theories and techniques in educational settings. The viva assesses students’ analytical skills, critical thinking, and ethical decision-making related to real-world scenarios encountered during their academic and internship experiences.
Course Objectives:
To evaluate students’ mastery of key theories, approaches, and techniques learned during the MS in Educational Psychology programme.
To assess students’ ability to apply theoretical knowledge to practical, real-world scenarios in educational psychology.
To judge students’ comprehension of ethical and professional standards in educational psychology practice.
To examine students’ reflective understanding of their professional growth and development throughout the programme.
To assess the student’s ability to articulate informed opinions, respond to critical questions, and demonstrate sound professional judgment.
Course Learning Outcomes (CLOs) and Mapping of CLOs with PLOs
CLOs
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
CLO 1: Demonstrate mastery of key educational psychology theories and approaches.
CLO 3: Articulate ethical considerations and professional standards in practice.
✓
✓
✓
CLO 4: Reflect on professional growth and development throughout the programme.
✓
✓
✓
CLO 5: Demonstrate the ability to articulate informed opinions and defend positions under examination.
✓
✓
✓
Course Plan, Content, and Assessment Strategy Mapped with CLOs
Week
Content
Teaching-Learning Strategy
Assessment Regime
Corr. CLOs
No formal weeks
Comprehensive Oral Examination covering all content learned during the MS in Educational Psychology program.
Oral Examination (Viva Voce)
Viva Examination
CLO 1, CLO 2, CLO 3, CLO 4, CLO 5
Assessment and Evaluation
Assessment Strategy: The oral examination is designed to assess students’ ability to synthesize the knowledge and skills gained during the programme and apply them in an evaluative and practical manner. The viva will cover all key areas of the curriculum and practical experiences, including case management, interventions, and ethical decision-making. The assessment focuses on the following areas:
Theoretical Mastery (20%): Students will be assessed on their understanding of major theories, models, and approaches in educational psychology.
Application to Real-World Scenarios (20%): Students will be asked to apply their knowledge to hypothetical or real-life scenarios they may encounter in professional practice.
Ethical and Professional Judgment (20%): The examination will test students’ comprehension of ethical principles and professional standards in educational settings.
Reflective Practice (20%): Students will reflect on their professional growth, considering both academic learning and practical experience.
Communication Skills (20%): Students’ ability to articulate their thoughts clearly, respond to questions thoughtfully, and defend their positions will be assessed.
Marks Distribution:
Viva Voce (50 marks total): Assessed across theoretical mastery, application to real-world practice, ethical understanding, reflective practice, and communication skills.