Stress and Stress Management

 Stress and Stress Management

04

30

70

100

2:30

Hours

Course Outcomes: This course should help Students

CO1: To Introduce students to the role of moderating variables in Stress/well-being linkage

CO2: To identify and evaluate the relative efficacy of various cognitive and behavioral interventions for coping with stress in its various forms and manifestation

CO3: Able To Practice a wide range of Stress Management Techniques and evaluate their effectiveness in dealing with own personal challenges.

CO4: To introduce concept, types and sources of stress phenomenon.

CO5: To acquaint students with correlates/ consequences of stress.

CO6: To acquaint students with measurements of various types of stress. CO7: Able to Recognize the stressor and its different effect CO8: Able to know about How to deal with Stress CO9: Able to Classify different factors of stress CO10: Understand Psychological skills for reduce stress CO11: Know about stress and psychological health

UNIT-I

Nature and Type of Stress: Conceptualization of Stress – Stimulus Based Model, Response Based Model, Shortcomings of Stimulus and Response Models, Stress as an Interaction, Lazarus and Folkman's Transactional Model, Criticisms of the Transactional Model, General Nature of Stress, Basic Sources of Stress – Frustration, Conflict, Change and Pressure.

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Situational and Social Moderators of Stress: Theories about Mediators of Stress Response- Psychoanalytic, Behavioral and Cognitive Theory; Categories of Moderator Variables in Stress Processes. Perceived Control Over the Environment as the Situational Moderators of Stress, Social Support as Social Moderator of Stress.

UNIT-II

Personality Moderators of Stress:

Definition of Personality; Some Personality Traits as Moderators of Stress - Well-Being Relationship – Hardiness – Optimism - Self –Esteem and Self-Efficacy - Locus of Control- Negative Affectivity - Type-A Behavior Pattern (TABP); Concept - TABP and Stress - TABP and Health - Bio Psycho-social Factors in Type-A behavior - modifying Type-A Behavior; Type C and Type D Personality Traits; Sensation Seeking Personality.

UNIT-III

Stress and Coping;

Concept of Coping as a Cause (an independent Variable) and Effect (a Dependent Variable), Coping as Mediator and Moderator of Stress - Strain Relationship; Classification of Coping Strategies - Coping Strategies having Limited Value- Giving up, Striking Out at Others, Indulging Self, Blaming Self, Using Defensive Coping; Categories of Constructive Coping - Appraisal Focused Constructive Coping – Ellis’s Rational Thinking, Positive Reinterpretation; Problem Focused Constructive Coping – Using Systematic Problem Solving, Seeking Help, Using Time more Effectively, Improving Self-control; Emotion Focused Constructive Coping –Releasing Pent up Emotions, Distracting (putting Problem out of your mind), Managing Hostility and Forgiving Others, Meditating, Using Relaxation Procedure.

UNIT-IV

Stress and Psychological Health: Psychological Consequences of Stress: Cognitive Impairment – Poor Concentration, Increased Distractibility, Reduced Short-term Memory Capacity, Reduced Ability for Creative Thinking and Decision Making; Emotional Effects – Fear, Anxiety, Post-Traumatic Stress Disorder, Anger and Hostility, Depression; Burnout Stress Syndrome (BOSS) – Definition, Components and Causes of BOSS; Psychological Disorders in General; Sleep disorders, Eating disorders; Behavioral Consequences of Stress – Aggression, Learned Helplessness, Indulging Self, Using Defense Mechanisms.

REFERENCE BOOKS

▪ Beck, A. T. (1972). Depression: Causes and Treatment. Philadelphia: University of Pennsylvania Press.

▪ Cooper, C. & Payne, R. (1988). Causes, Coping and Consequences of Stress at Work. Chi Chester: Wiley.) Lazarus, R. S. &Folkman, S. (1984). Stress, Appraisal andCoping. New York: Springer.

▪ Mishra, G. (1999). Psychological Perspectives on Stress andHealth. New Delhi: Concept Publishing Company.

▪ Pareek, U. (1993). Making Organizational Roles Effective.New Delhi: Tata McGraw Hill.

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▪ Pestonjee, D. M. (1999). Stress and Coping: The IndianExperience. New Delhi: Sage.

▪ Atwater,E. (1995). Psychology for Living: Adjustment, Growth and Behavior today. New Delhi: Prentice Hall.

▪ Coon, D. (2004). Introduction to psychology: Gateways to Minds and Behavior (10thEdd.), New York: Thompson Woodworth

▪ Cooper,C&Pyne R. (1988) . Causes and Consequences of Stress at Work. Chichester: Wiley.

▪ Greenberg, J.S. (2010).Comprehensive Stress Management (12th Ed.). Boston: Mcg raw-Hill.

▪ Kottler, J.A. &Chen,D.D. (2011). Stress Management and Prevention: Applications to Daily Life (2nd Ed): London and New York: Routledge.

▪ Lazarus, R. S. &Folkman,S. (1984).Stress. Appraisal and Coping. New York Springer..

▪ Pestonjee,D.M (1992). Stress and Coping: The Indian Experience New Delhi: Sage Publication.

▪ Pestonjee,D.M, Pareek, U &Agrawal, R (1999) Studies In Stress and its Management. New Delhi: Oxford & IBH Publishing Co.

▪ Shah A. S. and Joshi G. R. (2015) stress, health and stress management, parshva publication amdavad.

▪ Rathus, S.A&Nevid,J.S (2002) Psychology and the Challenges of Life: Adjustment in the New Millennium (8th Eds.) New York: John Wiely& Sons, inc

38

FACULTY OF ARTS

Syllabus

Subject: PSYCHOLOGY

Course (Paper) Name & No: PSYCHOLOGICAL THEORIES OF EDUCATION /ECT-04

Name

of

course

Semester

Core/Elective/ Allied/ Inter disciplinary

(ICT)

Course

/Paper code

Course/Paper Title

Credit

Internal Marks

External Marks

Total Exam Marks

External Exam Time

Duration

M.A.

II

Elective

ECT-04

Psychological Theories of Education

04

30

70

100

2:30

Hour

Course Outcomes: This course should help Students

CO1: To acquaint students with the general concepts of learning theory;

CO2: To review, understand, and critique research related to theories of learning.

CO3: To provide students the opportunity to engage in critical analysis of theories through class discussion and class assignments.

CO4: To give students opportunities to think about how to apply course material into their personal philosophy and future practice.

CO5: Recognize theories and methods of Education

CO6: Able to Classify Different approaches of Education

UNIT-I

Methods and Theories of Learning: Meaning and Nature of Learning – Role of Motivation in Learning – Role of Motives in Human Learning – Education Techniques – Theory: Thorndike’s Theory, , Gutherie’s Theory, Tolman’s Theory, Insight Theory.

Skinner’s and Hull’s Theory: Skinner Theoretical Concept – Experimental Methods of Skinner – Basic Principle or Theories of Instrumental Conditioning – Educational Utilities of Instrumental Conditioning – Education Concludes of Instrumental Conditioning – Hull’s Theory: Major Theoretical Concept Postulate wise - Major Differences between hull’s 1943 and 1953 Theories – Hull’s Four Stage Predicative System – Evaluation of Hull’s Theory.

UNIT-II

Tolman’s Theory: Major Theoretical Concepts – Formal Aspects of Tolmen’s Theory – Six Kinds of Learning – A Comparative study of Hull and Tolmen.

39

Guthrie’s Theory: Guthrie’s Important Ten Concepts - Guthrie’s Insight Theory – Cybernetic Model of Learning’s.

Theories of Social Learning and Information Edition: Types of the Effects of Observational Education – Stages or Processes of Observational Education – Educational Concludes of Social Studies Theory – Information Processing Theory – Nature and Importance of Metacognitive.

UNIT-III

Constructivism and Humanistic Approach of Learning: What is Constructivism? – Types of Constructivism – Thinking points Key of Constructivism – Goals of Constructivism – Constructivism Situation for Study – Humanistic Approaches of Education.

Value-oriented Education: Culture and Value – New Education Policy and Value Education – Human Values and Human Internal Conscious – Sources of Human Values and Education – Monotonous – Reincarnation Theory – Perpetualism – Theory of Karma Dispatch – Fatalism – Spirituality – Syncretism – National Unity.

UNIT-IV

Nature and Purpose of Value Oriented Education: Different Education Commission – Recommendation of the religious and Moral Education Committee – Provision of Indian Constitution – Guiding Principles – Findings of Shimla Convention – Objectives of Value Education – Value Education in New Education Policy – Modern Society and Life Value System – Lack of Discipline – Integrative Activity in Education – Philosophy and Education.

REFERENCES

▪ Anastasi, A. (1982). Psychological Testing (6thed.). New York: Collier Macmillan.

▪ Ausubel, D. P. (1968). Educational Psychology : Cognitive View. New York : Holt, Rinehart & Winston.

▪ Ausubel, D. P. (1969). School Learning :Anintroduction to Educational Psychology : New York : Holt, Rinehart & Winston.

▪ Antonio R. Damasio. (1994). Reprinted (2005). Descrates, Erro : Emotion, Reason and the Human Brain. Penguin Book. ISBN 014303622X

▪ Derry, S. J. (1993). Putting Learning Strategies to Work. InA. E. Woolfolk (Ed.), Readings & Cases in Educational Psychology (pp. 113-120). Boston : Allyn & Bacon.

▪ Good. T. L., & Brophy, J. (1995). Contemporary Educational Psychology (5thed.). New York : Longman.

▪ Woolfilk, A. E. (1998). Educational Psychology (7thed.)Boston : Allyn & Bacon.

▪ Jogsan, Y. A., Chavda, H. M. & Chauhan, M. B. (2017). Main Theories of Psychology, JK Print Shop, ISBN : 978-81-933750-7-5.

▪ Jogsan, Y. A. &Jepar, M. (2016): Psychological Theories of Education and Value Education, JK Print Shop, ISBN : 978-81-927153-9-1.

40

FACULTY OF ARTS

Syllabus

Subject: PSYCHOLOGY

Course (Paper) Name & No: PSYCHOLOGY OF BRAIN PROBLEMS/CCT-07

Name

of

course

Semester

Core/Elective/ Allied/Practical

/Project

Course

/Paper code

Course/Paper Title

Credit

Internal Marks

External Marks

Total Exam Marks

External Exam

Time Duration

M.A.

III

CORE

CCT-

07

Psychology of Brain Problems

04

30

70

100

2:30

Hours

Course Outcomes: This course should help Students

CO1: To acquaint the students with, this course is to cater to knowledge in the area of brain and behavior.

CO2: The emphasis of this course lies on the study of patients with neurological disorders for assessment, diagnosis, intervention and rehabilitation.

CO3: Knowledge about brain, behavior and Discuss about physiological neuro systems

CO4: Understand frontal lobe & parietal lobe syndromes

CO5: Knowledge about occipital lobe & Temporal lobe

UNIT - 1

INTRODUCTION OF PHISIOLOGICAL NEURO SYSTEMS

1.1 Definition & Nature of Neuro Psychology

1.2 Topography of Brain

1.3 Parts of Brain

o Fore Brain

o Mid Brain

o Hind Brain

1.4 Cortex and its liberal system

1.4.1 Cortex –Gradation and area of cortex

1.4.2 Liberal system of Lobe and its functions

o Frontal Lobe

o Parietal Lobe

o Temporal Lobe

o Occipital Lobe

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1.5 Hemispheres of Cerebral

1.5.1 Left Hemispheres

1.5.2 Right Hemispheres

UNIT - 2

NEURO CHEMICAL AND VASULAR SYSTEMS

2.1 Neuro Chemical systems.

2.2 Neuro cells its structure and function (in short)

2.3 Spinal code structure and function (in short)

2.4 Blood Vascular systems in brain

2.5 Function of Pituitary Gland in Brain

2.6 Degenerative disorder

2.6.1 Brain tumors

2.6.2 Cerebral Vascular disorder

2.6.3 Degenerative disorder

UNIT – 3

FRONTAL & PARIETAL LOBE SYNDROMES

3.1 Neuro Physiological base of learning and memory and its disturbance

- Role of RNA & DNA in learning and memory and its disturbance

3.2 Neuro Physiological base of Emotion

o Emotion Disturbance

o Its Solution.

UNIT - 4. OCCIPITAL & TEMPORAL LOBE SYNDROMES

4.1 Neuro Physiological base of perception.

4.1.1 Optical and Auditory mechanism.

4.1.2 Optical and Auditory Perception Disturbance

4.2 Disturbance of reading & Writing (Dxlesiya) -Its Solution

REFERENCES BOOK

• Walsh K. –Neuro Psychology

• A.K. Singh -Modern Abnormal Psychology

• Arvind Bhatia - Physiology and Biochemistry

• P.H. Mitchell - Text book of general Psychology

• Dr. Jayesh N. Bhalala -Introduction Neuro Psychology

• Jogsan Y. A. (2017) Neuropsychology, J. K. Publication Rajkot.

42

• R.D. Singh -Advanced Physiological Psychology

• મહેશ ભાર્ગવ --શરીરક્રિયા વવજ્ઞાન

• ડૉ.દેસાઈ --પ્રાણી શરીરક્રિયા વવજ્ઞાન ભાર્ ૧--૨

• ડૉ.સુધીર વી. શાહ --મર્જ અને જ્ઞાનતંતુના રોર્ો

• ઇવડડયન મેડીકલ એસોવસએશન --આરોગ્યની આસપાસ

43

FACULTY OF ARTS

Syllabus

Subject: PSYCHOLOGY

Course (Paper) Name & No: PSYCHO-DIAGNOSTICS METHODS/CCT-08

Name

of course

Semester

Core/Elective/ Allied/Practical

/Project

Course

/Paper code

Course/Paper Title

Credit

Internal Marks

External Marks

Total Exam Marks

External Exam Time

Duration

M.A.

III

CORE

CCT- 08

Psycho- Diagnostics

Methods

04

30

70

100

2:30

Hours

Course Outcomes: This course should help Students

CO1: To know them with the process of Psycho-diagnostics.

CO2: Understand the theoretical foundation of Various Psycho-diagnostics methods.

Co3: Understand of Various Projective Techniques as a diagnostic Methods.

CO4: able to apply their theoretical knowledge to different setting requiring Psycho-diagnostics methods. CO5: Understand history and scope of psycho- diagnostics CO6: Knowledge about projective techniques

UNIT-I

Brief History and Scope of Psycho-diagnostics- Clinical Diagnosis –Types – Limitations – Importance of Clinical Diagnosis. In clinical Psychology also. Role of Psychologist in Diagnosis.

Clinical observation and Rating Scale : Scientific observation – Application of Clinical observation in Mental Hospital or Clinic – Observation Guide – Reliability & Validity of Clinical Observation – Limitations and Rating Scale.

UNIT-II

Different Research Methods in clinical or Psycho-diagnostics : Clinical Interview as major method of Psycho-diagnostics Importance of Clinical Interview – Types – Needs of Clinical Interview – Output of clinical Interview – Limitations. Clinical case study Method : Sources of Clinical case study – Planning of case study – Limitations of case study – Different types of forms for Admission in Clinic or Mental Hospital.

UNIT-III

Rorschach Ink-Blot Test as Projective Technique-Specialty of Rorschach Ink Blot Test – scoring method of

44

Rorschach Test Hadley's classification of the Rorschach Responses – Classification of Rorschach responses – Diagnostic contribution of the Rorschach Test – Evaluation of Rorschach Test and Evaluation of the Projective Technique.

UNIT-IV

Projective Techniques – Process – Explanation – Different types of Projective methods namely Verbal Tests–semi Projective Techniques – Unstructured Techniques – Rosenzweig's Picture Frustration Test- Thematic Apperception Text T.A.T. Utility and analysis of the TAT – Bellak Analysis sheet Wyatt Analysis sheet – Rotter Analysis sheet –C.A.T. (Children apperception test) 3 to 10 years – The clinical significance of theTAT.

REFERENCE BOOKS:

▪ Anderson, H.H. & Anderson, G.L. (Ed.) (1955): An Introduction to Projective Techniques, N.Y.: John Willey & Sons.

▪ Chowdhury, U. (1960): An Indian Modification of the Thematic Apperception Test, CalcuttaShriSaraswathy Press.

▪ Chowdhury, U. (1961): An Indian Modification of the Children's Apperception Test, N.D.Manasayan.

▪ Jogsan Y.A., Doshi D.R. & Chauhan M. (2017): Psycho-Diagnostics, JK Publication

▪ Pareek, U. Devi, R. S. &Rosenzweig, S. (1968): Manual of the Indian Adaptation of the Rosenzweig Picture- frustration study – Adult Form, New Delhi :Rua Psychological corporation.

▪ Watson, R.I. (1983): The Clinical Method in Psychology, New York : John Willey & Sons.

▪ Weiner, I.B. (1976): Clinical Methods in Psychology, New York : Willey Interscience Publication.

▪ Wolman, B.B. (1965): (Ed.). Hand book of Clinical Psychology, New York: McGraw Hill Book Co.

▪ Cameron, N.(1963): Personality Development and Psycho-pathology, N.Y. Houghton Mifflin.

▪ Seitiz. C. Johoda, N. Deutsch, M. & Cook, S. (1959). Research Methods in Social Sciences, N.Y. Holt.

▪ Shaffer, G. W. &Lazerus, R. S. (1952): Fundamental Concepts of clinical Psychology, N.Y. McGraw Hill Book. Co.,

45

FACULTY OF ARTS

Syllabus

Subject: PSYCHOLOGY