Master of Arts in Clinical Psychology

RCI Regulated Programme

Guidelines &
Syllabus

Effective from Academic Session 2025-26 Two Years Duration

(In place of present [Link]. Clinical Psychology)

Rehabilitation Council of India New Delhi

2025

REHABILITATIONCOUNCILOFINDIA
(Statutory Body of the Ministry of Social Justice &
Empowerment) Department of Empowerment of Persons
with Disabilities (Divyangjan) Government of India
B-22, Qutab Institutional Area New Delhi - 110 016
 Preface
With the implementation of NEP 2020 there has been marked shift in higher education including
professional education. One of the changes mandated by UGC is to discontinue all [Link].
programmes inlcluding [Link]. in Clinical Psychology. It has therefore, necessitated the present
programme in place of [Link]. Clinical Psychology. It is being nomenclated as “M. A. (Cinical
Psychology) 2 year programme, RCI regulated”

The Rehabilitation Council of India (RCI), a statutory body developing and regulating
rehabilitation education and training in the country keeping consistent with the NEP’s
recommendation has committed to revamp all its programs in the area of disability and make it
compliant with the credit system as proposed by the UGC and National Higher Education
Qualifications Framework (NHEQF).

Accordingly, the professional track in clinical psychology has been modified to comply with
reforms suggested by UGC and NITI Aayog. The modifications implemented benefit not only
prospective students community to acquire professional skills in an incremental way, but
professionals already in service and desirous of enhancing their competency for a wider role.

The Council assesses the effectiveness of various training components through multisource
feedback and uses these results for improvement. The present revised regulations and
curriculum illustrates such an effort. The expert committee has considered all the recent
advances in the field and wisdom based on decades of experience with [Link]. Clinical
Psychology programme, as well as to tune it with NEP 2020 and National Credit Framework.
I The expert committee therefore, recommends the present document to the Council._The Council
is confident that this revised curriculum is consistent with current professional knowledge and
universal praxis by scholars, professors, academicians, HODs and coordinators of the program.
It is considered to be valuable by all concerned in furthering professional objectives and
enhancing the likelihood of desired outcomes.

The Council is pleased to forward this replaced M. A. Clinical Psychology 'Guidelines_–and'

Syllabus’_to_Registrars_of_Universities,_Deans_of_concerned faculty, Heads of Departments and
other stakeholders with request for an early action to implement the new syllabus w.e.f.
academic year 2025.

The Council takes this opportunity to thank all those who contributed directly or indirectly to
human resource development in the area of rehabilitation, and look forward to their continued
actIve partlclpatlon.
 M.A. in Clinical Psychology

1. PREAMBLE
Clinical psychology as one of the core disciplines in the area of mental health/illness has grown
significantly in the last two decades. Today, the clinical psychology training is being offered at
more than seventy recognized centers across the country with utmost efficiency. Consequently,
the number of clinical psychologists available in service sectors has increased significantly.
Though there is an upward trend, number of professionals currently available at various levels is
no match to the number specified to face the ever growing demands in the field of mental health.

Mental health problems are continuously on the rise owing to change in life style, habits and
mounting stress in personal/occupational/socialdomains across various sections of the society.
Clinical Psychologists apply knowledge and methods from all substantive fields of
biopsychosocial sciences for promotion and maintenance of mental health of individuals.
Varieties of techniques and methods derived from several branches of psychology are used in
promotion of mental health, and in prevention, diagnosis, treatment and rehabilitation of mental
and physical disorders/ problems where psychological factors play a major role. Different
methods and forms of psychological techniques are used to relieve an individual’s emotional
distress or any other forms of dysfunction or disability. Thus, Clinical Psychologists play an
important role for optimizing healthcare delivery system and there is an urgent need to train
more number of professional clinical psychologists.

The Council is committed to give the needed impetus to human resource development in the
field of clinical psychology and work towards establishing more centers for training in clinical
psychology in the coming years. Also, efforts will be made to ameliorate unequal distribution
and under utilization of human resource pool created to equip our professionals with the latest
developments in the field through CRE programs, so that they deliver patient-centered services
effectively and competently.

In the recent times, a trend has been observed for training in clinical psychology to be shifted
from traditional mental hospital-based programs to programs offered by higher education
institutions including medical colleges and NGOs. Consequently, there has been a steady
progress in increasing manpower for practice and research in clinical psychology, Though, the
feedback received from the participants of these training programs is encouraging, it is our
endeavor to keep pace with changing times and make available the most updated information
for trainees in various settings.

I The Council hopes that the following revised guidelines would help centers conducting M. A.
Clinical Psychology program to provide a cohesive and meaningful training so that the trainees
develop to their fullest potential and shall be able to discharge their responsibilities competently
as clinicians, teachers/trainers, researchers and administrators in the field of mental health. This
document is also meant to serve as guidelines for institutions intending to start the training
program in clinical psychology to strengthen their resource base in terms of infrastructure and
personnel for providing an effective training in the field of clinical psychology.
The syllabus is specified in terms of hands-on experiential training with sound theoretical
foundations. The teachers need to be aware of these components and impart training for
progressive development of skills, knowledge and understanding of various techniques,
theories, approaches and methods. This model will allow all trainees to develop a range of
skills and knowledge essential to the practice of clinical psychology.

Depending on the available resources and expertise at the centre, offering this programme, the
appropriate academic formats in content area of each paper can be worked out. Though a
standardized structure is adopted across different papers, sufficient flexibility to enrich the
learning and training experience of the trainees is also incorporated. The practical and clinical
work should be used to integrate all learning across the subjects, such as Psychiatry, Neurology,
Cardiology, Oncology, Paediatrics etc. while learning being used at varying stages to integrate
and apply knowledge and skills developed.

The current syllabus will accommodate the incorporation of any new and emerging
practices/trends into the content areas as practice change. Therefore, inclusion of additional
study, emerging concepts/practicesetc. into the training program so that the training reflects
current practices and trends, is the sole responsibility of the_centre. For the wider exposure and
enriched learning of the trainees, additional inputs may be required by deputing the trainees at
the suitable settings such as school, community, sports and rehabilitation centres, defence
(military and para-military) and forensic centres etc. The training institute can act at its
discretion as long as it reflects national and international practices, and does not compromise
with the mandate of this programme and learning activities suggested in the core_model.

Teachers are required to apprise themselves of the latest developments in the field of clinical
psychology through conferences, seminars, workshops and other national and international
professional development programmes to ensure delivery of quality education and training. The
centers should therefore make enough provisions for the teachers to upgrade their
knowledge/skills as often as it required.

Dissertation projects could be flexible or specialized to suit the center needs and priorities.
However, the topic of study should reflect contemporary developments and practices, and the
trainees would have had an opportunity to use a range of techniques, tools and approaches to
solve problem while executing the research project.

AIM&OBJECTIVES

Aim

The aim of this programme is to prepare trained Clinical Psychologist to function as an

independent clinician, competent to deliver mental, physical and rehabilitative healthcare
services.

Objectives

The course is developed as a rigorous two-year program with extensive theoretical inputs and
widespread clinical experience to acquire the necessary skills in the area of Clinical Psychology.
On completion of the course, the trainee is expected to perform the following functions:
 1. Diagnose and assess mental_health_problems.
2 Conceptualize specific child, adolescent, adult and geriatric mental health problems within a
psychological framework, giving due consideration to psychosocial/ contextual factors, and carryout
relevant treatment/management.
3. Apply psychological principles and techniques in rehabilitating persons with mental health problems
and disabilities.
4. Work with the psychosocial dimensions of physical diseases, formulate and undertake
focused/targeted psychosocial interventions.
5 Work with community to promote health, quality-of-life and psycho-logical well-being.
6. Undertake research in the areas of clinical psychology such as, mental health/illness, physical
health/diseases and relevant societal issues viz. misconception, stigma, discrimination, social tension,
gender construction, life style etc.
7. Undertake responsibilities associated with teaching and training in core and allied areas of Clinical
Psychology.
8 Undertake administrative and supervisory/decision-making responsibilities in mental health area.
9 Provide expert testimony in the court of law assuming different roles.

REQUIREMENTS TO START_M.A. CLINICAL_PSYCHOLOGY

PROGRAMME

There shall be an independent Department of Clinical Psychology, headed by a qualified senior most
Clinical Psychologist at the level of Professor/Additional/Associate Professor having valid RCI CRR
registration in the institute/ university.

There shall be minimum two clinical psychology faculty members on full time basis at the
department, and ancillary staff as specified below:

i)At the level of Associate Professor or above – one member

ii)At the level of Assistant Professor/Lecturer or above – one member

Ancillary staff

1. One Office staff /Clerk for documentation and records keeping

2. One Lab Assistant
3. One OPD Assistant
4. One Attendant

Guidelines for faculty recruitment and promotion

Professor/Additional Professor: M. Phil. Clinical Psychology, and Ph.D.(in Psychology/ Clinical

Psychology) with 9 years of teaching experience, out of which 3 years as Associate Professor + 5 research
publications in indexed journal as first/corresponding author.

Associate_Professor:_M.Phil_Clinical Psychology and Ph.D. (in Psychology/ Clinical Psychology) with 5

years_of_teaching_experience either as Lecturer or Assistant Professor + 3 publications in indexed journal as
first/ corresponding author.

Assistant Professor: [Link] Clinical Psychology with one year clinical/research/teaching experience with

"''*" '** w'"”"'

NB:TThe term 'experience’ refers to post-M. Phil. clinical teaching experience/ research experience in
any institute or organization recognized by Statutory Bodies such as RCI/ MCI/ UGC, etc. It is
mandatory as per the RCI Act of 1992 that core faculty members are registered professionals of RCI
under the category of “Clinical Psychologist”.

Sufficient clinical material/facilities shall be available at the department to meet the

requirements outlined in the syllabus. A minimum turnover of 150 cases (old and new
together) on an average per month shall be required for an annual intake of FOUR candidates,
and_there_on for_every 30 case increase in_the_monthly_clinical_turnover,_the_intake_shall_be
increased_by_ONE_candidate,_provided_the faculty-candidate ratio as given in 4.1 is fulfilled.
Of the_total turnover at least 50% of the cases shall be undergoing psychological treatment(s)
of some form viz. psychotherapy, behavior therapy, biofeedback, hypnosis, counseling, marital
therapy, group therapy, sex therapy etc. Clinical work-ups or psychological assessments alone
without therapy interventions are considered suboptimal for professional training in clinical
psychology.

Acceptable infrastructure in terms of adequately furnished rooms for every faculty members
and trainees to carry out professional activities like working up of cases, interviewing,
counseling, therapies, testing etc. for indoor or outdoor cases basis shall be available at the
department. Standard psychological tests, equipment /apparatus, questionnaires, scales,
inventories, clinical rating scales related to all primary domains shall be available in sufficient
quantity, and freely accessible to all concerned. Wherever possible the vernacular versions of
the tests materials along with local norms shall be made available. The required minimum
infrastructure (for an annual intake of Four candidates) include, but not necessarily limited to;

i)Psychological tests - 4 copies/sets each of the core tests as given in section on

Practical–Psychological Assessments’

11) Clinical rating scales-For common conditions of childhood, adolescence and

adult such as anxiety, mood, speech, language and
thought, adjustment, personality, developmental,
behavior, cognitive, pain, conduct, sexual disorders, and
in specialty areas

iii) Computerised psychological assessement tools – 5 numbers

iv) Behavior therapy apparatus -2 numbers

v) Biofeedback - leach, atleast for 2 parameters

vi) Classroom-lnumber with multimedia facilities for conducting in-house academic

activities, on routine basis

vii) Computers – 5 numbers with printer and internet facilities+statistical software packages

vnl) Photocopier Machine - 1

 Active liaison with departments like Psychiatry, Medicine, Surgery, Neurology, Neurosurgery,
Pediatrics, Social Work and such other allied specialties shall exist in addition to direct or self-
referrals, so that exposure to a broad range of clinical problems shall be possible. Depending on the
presence/absence of facilities at the parent institute, the trainees may be posted to other centers as
deemed necessary for an exposure in specialty areas such as child guidance, family therapy, addiction,
neuro/cognitive rehabilitation, palliative/hospice center, cancer and such other areas of expertise while
[Link],theperiodofpostingfor extra-institutional
learning shall not exceed three calendar months in an academic year and should happen under the
appropriate supervision of an expert in the area.

Adequate and updated library facilities with textbooks, reference books, important national and
international journals (hard or soft copy), educational audio/video CDs, and access to Internet shall be
easily available and accessible to all trainees. In addition, certain reference books, therapy manuals,
index books etc. those required by the trainees for a quick reference during the working hours shall be
stocked at the departmental library and shall be made accessible easily.

The following is the Checklist on the prerequisites to start M. Phil program. Even if one of the items is
“no”, the center cannot start the program, and therefore centers are advised to remedy the shortcomings,
if any, before applying to the Council for approval.

+=Action required at the time of applying

Prerequisite–I: Is_there_an_Independent_Department_of Clinical Psychology at the Institute for rendering

mental health services and for imparting academic training?

+ Attach documents in evidence of having created and/or established an independent department for
professional services and training

Prerequisite–II:_Is_the_Department_of_Clinhal_Psychology_functionin{with_minimum_Two_permanent
and fulltime qualified Clinical Psychology faculty members? is one of them at Associate Professor or
above ranking (see aforementioned criteria), and has been put in-charge of the Department?

8 Attach qualification and experience details of all faculty members functioning at the department along
with a copy of appointment order and joining report

Prerequisite–III: Are the faculty members appointed have registered with the Council under Clinical
Psychology category and have a valid CRR number?

+ Attach a copy of the registration certificate along with are cent passport photograph

PrerequisitbIV: Does the department have atleast one office staff/clerk for documentation and
records keeping, one Lab Assistant, one OPD Assistant and one attendant ?

+ Attach a copy of the document

Prerequisite–V: Does the Department of Clinical Psychology has a minimum turnover of_150 _cases
(old and new together) with mental health issues/problems,on an average per month?

+ Attach extracts of previous 6 month outpatient/in patient register and monthwise break-up of cases
seen

Prerequisite – VI: Has the Department been equipped with standard psychological tests,
equipment/apparatus, and questionnaires/scalesin primary domains relating to mental disorders?

+ Attach a list of all materials

Prerequisite–VII: Does the Department has adequate library support for the proposed training program
which includes minimum number of books/journals in the field of mental health including clinical
assessments, therapies and techniques?

+ Attach a list of books/journals/audio & video educational CDs/e-books & journals available in each of
the specialty areas
Prerequisite-VIII: Does the Department has adequate access and use of Information and
Communication Technology?

8 Attach a list of facilities available in the department/campus

Prerequisite–IX: Has institute obtained a No Objection Certificate(NOC) by the competent State

Government Authority? However the government institutios (state or central) shall be exempted of it.

+ Attach a copy of the document

Prerequisite–X: Has institute obtained an affiliation letter from the Registrar or a competent authority
of the affiliating University with respect to the proposed training program?

+ Attach a copy of the document

REGULATIONSOFTHECOURSE

Number of Seats

Since this is a fulltime clinical training course, the number of candidates being trained at the center will
depend on number of qualified fulltime faculty members working in the department on
regular/contractual basis, the clinical facilities and infrastructure available (refer 3.3 & 3.4). In order to
make the training effective therefore, the intake of candidates in an academic year shall not exceed the
following ratio.

Professor/ Additional Professor -1: 8

Associate Professor – 1 :6
Assistant Professor/Lecturer- 1 :4
 Part-time / superannuated qualified professional members may render their input as deemed necessary to
effective/ smooth conduct of the course as Guest Faculty member. However, these members are not
considered as “Core Faculty” and annual intake of candidates shall not be linked to the presence of these
faculty members at the center.

Entry requirement

Minimum educational requirement for admission to this course will be _4 years B. A./[Link]. degree in
Psychology from a university recognized by the UGC with a minimum of 55% marks in aggregate. For
I SC/ST category, minimum of 50% marks in aggregate is essential, as per GOI._The candidates who have
completed their graduation programme in 3 years shall have to pass fourth year Bridge Course or first
year of Masters Programme in Psychology with minimum of 550/, markswbc dk eLXC/,-EXe

Admission Procedure

A selection committee that includes Head of the Department of Clinical Psychology shall make
admission on the basis of an entrance examination, consisting of a written test and interview. The
weightage of entrance test shall be 70% whereas the interview will be of 30%. List of candidates so
selected/ admitted to the course must be sent to RCI within a month of admission formalities are
completed. No changes shall be permitted once the list of admitted candidates for the academic year is
sent to the eouncil._The institute shall advertise the admission dates, number of seats and the procedure
in national daily, a regional paper, institute’s website and social media platform. The admission
procedure must be disabled friendly.

Duration

This is a fulltime clinical training course providing opportunities for appropriate practicum and
apprenticeship experiences for 2 academic years.

Attendance

Course of the study must, unless special exemption is obtained, continuously be pursued. Any
interruption in a candidate’s attendance during the course of study, due to illness or other extraordinary
circumstances must be notified to the Head of the Institution/concerned authority and permission should
be obtained. Under any circumstances the course must be completed within 4-yr from the date of
enrollment.

A_minimum_attendance_of_80% (in each year_including_in_all_academic_activities)_shall_be_necessary_for

taking the respective examination.

Thirty days of casual leave, maximum of fifteen days per academic year, shall be permitted during the
two-year course period.
Part–I (Year–I)

PAPER–I: Psychosocial Foundations of Behavior and Psychopathology

Aim:

The psychosocial perspectives attempt to understand human cognition, motives, perceptions and
behavior as well as their aberrations as product of an interaction amongst societal, cultural, familial
and religious factors. The overall aim is to introduce conceptualizations of mental health problems
within the psychosocial framework, giving due considerations to contextual issues. Each unit in
this paper pays attention to the different types of causal factors considered most influential in
shaping both vulnerability to psychopathology and the form that pathology may take.

Objectives:

By the end of Part–I, trainees are required to demonstrate ability to:

1 Demonstrate a working knowledge of the theoretical application of the psychosocial model

to various disorders.

2 Make distinctions between universal and culture-specific disorders paying attention to the
different types of socio-cultural causal factors.

3 Demonstrate an awareness of the range of mental health problems with which clients can
present to services, as well as their psychosocial/contextual mediation.

4 Carry out the clinical work up of clients with mental health problems and build
psychosocial formulations and interventions, drawing on their knowledge of psychosocial
models and their strengths and weaknesses.

5 Apply and integrate alternative or complementary theoretical frameworks, for Example,

biological and/or religious perspectives, sociocultural beliefs and practices etc. in overall
management of mental health problems.

6 Describe, explain and apply current code of conduct and ethical principles that apply to
clinical psychologists working in the area of mental health and illness.

7 Describe Mental Health Acts and Policies, currently prevailing in the country and their
implications in professional activities of clinical psychologists.

Academic Format of Units:

Learning would be mainly through clinical workup of clients presenting with range of mental
health problems, and supplemented by lectures, seminars and tutorials, allowing trainees to
participate in collaborative discussion
Evaluation:

Theory–involving long and short essays

Syllabus:

Part–A (Psychosocial Foundations of Behavior)

Unit - I: Introduction: Scope of clinical psychology; overview of the profession and practice;
history and growth; professional role and functions; current issues and trends; areas of
specialization; ethical and legal issues; code of conduct.

Unit - II: Mental health and illness: Mental health care – past and present; stigma and attitude
towards mental illness; concept of mental health and illness; perspectives–psychodynamic,
behavioral, cognitive, humanistic, existential and biological models of mental health/illness;

Unit-III: Epidemiology: Epidemiological studies in Indian context; socio-cultural correlates of

mental illness, mental health, psychological well-being and quality of life.

Unit - IV: Self and relationships: Self-concept, self-image, self-perception and self- regulations in
mental health and illness; learned helplessness and attribution theories; social skill model;
interpersonal and communication models of mental illness; stress diathesis model, resilience,
coping and social support.

Unit - V: Family influences: Early deprivation and trauma; neglect and abuse; attachment;
separation. Inadequate parenting styles; marital discord and divorce; maladaptive peer
relationships. Communication style; family burden; emotional adaptation; expressed emotions and
relapses.

Unit-VI: Societal influences: Discrimination in race, gender and ethnicity; social class and
structure, poverty and unemployment; prejudice, social change and uncertainty; crime and
delinquency; social tension & violence; urban stressors; torture & terrorism; culture shock;
migration; religion& gender related issues with reference to India.

Unit - VII: Disability: Definition and classification of disability; psychosocial models of

disability; impact, needs and problems; issues related to assessment/certification of disability –
areas and measures.

Unit - VIII: Rehabilitation: Approaches to rehabilitation; interventions in the rehabilitation

processes; models of adaptation to disability; family and care givers issues; rights of mentally ill;
Empowerment issues; support to recovery.

Unit - IX: Rights issue: Importance of UNCRPD; empowerment issues; rights of disabled;
support/assistance from the Government through Policies and Acts (Mental Health Care Act,
Persons with Disabilities Act, National Trust Act, RCI Act, Juvenile Justice Act, POCSO, NMHP
etc.); ethical and legal issues in Psychology practice; contemporary challenges; ethics and
professional code of conduct as outlined by RCI and APA.
Part–B (Psychopathology)

Unit - X: Introduction to psychopathology: Definition; concepts of normality and abnormality;

clinical criteria of abnormality; continuity (dimensional) versus discontinuity (categorical), and
Prototype models of psychopathology; classification and taxonomies – reliability and utility;
Classificatory systems, currently in use and their advantages and limitations. Approach to
Clinical interviewing and diagnosis; case history; mental status examination; organization and
Presentation of psychiatric information; diagnostic formulation.

Unit XI: Psychological theories: Psychodynamic; behavioral; cognitive; humanistic;

interpersonal; psychosocial; and other prominent theories/models of principal clinical disorders
and problems, viz. anxiety, obsessive-compulsive, somatoform, dissociative, adjustment, sexual,
substance use, personality, suicide, childhood and adolescence, psychotic, mood disorders, and
culture-specific disorders.

Unit -XII: Indian thoughts: Concept of mental health and illness; nosology and taxonomy of
mental illness; social identity and stratification (Varnashrama Vyawastha); concept of – cognition,
emotion, personality, motivation and their disorders.

Essential References:

Achenback, T.M. (1974). Developmental Psychopathology. New York: Ronald Press. Brislin, R.

W. (1990). Applied Cross cultural psychology. New Delhi: Sage publications.

Buss, A.H. (1966). Psychopathology. NY: John Wiley & Sons.

Carson,R.C,Butcher,T.N,Mureka,S.&Hooley,J.M.(2007).AbnormalPsychology(13th ed.). New

Delhi: Dorling Kindersley Pvt Ltd.

Cole,J.O.&Barrett,J.E.(1980).[Link]:RavenPress.

Fish,F,&Hamilton,M(1979).Fish’[Link]:JohnWright&
Sons.

Irallagher, B. J. (1995). The sociology of mental illness (3rd ed.).New York: Prentice hall.

Kakar,S.(1981).The Inner world: a psychoanalytic study of childhood and society in [Link]

Delhi: Oxford University Press.

Kapur,M.(1995).[Link]:Sagepublications.

Klein,D.M.&White,J.M.(1996).Familytheories–[Link]:Sage Publications.

Krahe, B. (1992). Personality and Social Psychology: Towards a synthesis. New Delhi:
SagePublications.
Kuppuswamy,B.(1965). An Introduction to Social
Psychology(2nded.).NewDelhi:KonarkPublishers.

Kuppuswamy,B.(1990). Elements of ancient Indian Psychology (1sted.). New Delhi: Konark

Publishers.

Lindzey,G.,&Aronson,E.(1975).Handbook of Social Psychology (Vols.1&5).New Delhi:

AmerindPublishing.

Madan,G.R(2003).Indian Social Problems(Vols.1-2).New Delhi:Allied Publishers Pvt.

Ltd

Mash,E.J&Wolfe,D.A.(1999).Abnormal Child Psychology. NewYork: Wadsworth Publishing

Millon,T.,Blaney,P.H.&Davis,R.D.(1999).[Link]: Oxford
University.

Pfeiffer, S.I.(1985). Clinical Child Psychology. NewYork: Grune&Stratton.

Radley, A. (1994). Making sense of illness: The social psychology of health and disease. New
Delhi: Sage Publications.

Rao, H.S.R & Sinha D. (1997). Asian perspectives in Psychology (Vol. 19). New Delhi: Sage
publications.

Saraswathi,T.S(1999).Culture,[Link]:Sage publications.

Walker,C.E&Roberts, M.C.(2001).Handbook of Clinical Child Psychology (3rded.).

Canada: John Wiley &Sons.
Psychiatry

Aim:

The aim is to train in conceptualization of psychopathology from different etiological perspectives,

eliciting phenomenology and arrive at the clinical diagnosis following a classificatory system and
propose/carry out psychological interventions including psychosocial treatment/management for
the entire range of psychological disorders. Also, to train in assessing the caregivers’ burden,
disability and dysfunctions that are often associated with mental disorders and intervene as
indicated in a given case.

Objectives:

By the end of the course, trainees are required to demonstrate ability to:

1. Demonstrate an understanding of a clinically significant behavioral and psychological

syndrome, and differentiate between child and adult clinical features/presentation.

2. Understand that in many ways the culture, societal and familial practices shape the clinical
presentation of mental disorders, and understand the role of developmental factors in adult
psychopathology.

3. Carryout the clinical work up of clients presenting with a range of mental health problems
and make clinical formulations/diagnosis drawing on their knowledge of a pertinent
diagnostic criteria and phenomenology.

4. Summarize the psychosocial, biological and sociocultural causal factors associated with
mental health problems and neuropsychological disorders with an emphasis on
biopsychosocial and other systemic models.

5. Carryout with full competence the psychological assessment, selecting and using a variety
of instruments in both children and adults.

6. Describe various intervention programs in terms of their efficacy and effectiveness with
regard to

7. Short- and longer-term goals and demonstrate beginning competence in carrying out the
indicated interventions, monitor progress and outcome.

8. Discuss various pharmacological agents that are used to treat common mental disorders
and their mode of action.

9. Demonstrate an understanding of caregiver, and family burden and their coping style.

10. Assess the disability/dysfunctions that are associated with mental health problems, using
appropriate measures
 11. Discuss the medico-legal and ethical issues in patients requiring chronic care
Institutionalization.

Academic Format of Units:

Learning would be mainly through clinical workups of clients presenting with range of mental
health problems, and supplemented by lectures, seminars and tutorials, allowing trainees to
participate in collaborative discussion.

Evaluation: Theory – involving long and short essays, practical/clinical exam in psychological
Assessment of psychiatric cases and comprehensive viva.

Syllabus:

Unit-I: Psychoses and neurotic disorders: Schizophrenia, affective disorders, delusional disorders
and other forms of psychotic disorders; neurotic, stress related and somatoform disorders; types,
clinical features, etiology and management of all the above.

Unit- II: Disorders of personality and behavior: Specific personality disorders; mental
&behavioral disorders due to psychoactive substance use; habit and impulse disorders; sexual
disorders and dysfunctions – types, clinical features, etiology and management.

Unit-III: Organic mental disorders: Dementia, delirium and other related conditions with
neuralgic and systemic disorders – types, clinical features, etiology and management.

Unit-IV: Behavioral, emotional and developmental disorders/condition of childhood and

adolescence including intellectual disability: types, clinical features, etiology and management.

Unit-V: Neurobiology of mental disorders and current therapeutics: Theories of psychosis, mood
disorders, suicide, anxiety disorders, substance use disorders and other emotional and behavioral
syndromes; Psychotropic drugs; ECT; psychosurgery, psychological therapies; rehabilitation
strategies – half-way home, sheltered workshop, daycare, and institutionalization.

Unit-VI: Liaison psychiatry and subspecialties: Liaison in general hospital and primary care
setting; specialties – social, geriatric, child, forensic, addiction and other branches

References:
Gelder, M., Gath, D., & Mayon, R. (1989). Oxford Textbook of Psychiatry (2nd ed.). NewYork:
Oxford University Press.

Kaplan, B. J. & Sadock, V. A., (1995). Comprehensive Textbook of Psychiatry (6th ed.). London:
William & Wilkins.

Jahan, M. (2016). Mansik Rog, Ahuja Publishing House, New Delhi.

Rutter, M. & Herson, L. (1994). Child and Adolescent Psychiatry: Modern approaches, (3rd ed.).
London: Blackwell Scientific Publications.
Sims, A. & Bailliere, T. (1988). Symptoms in mind: Introduction to descriptivepsychopathology.
London: WB Saunders.

Vyas, J. N. & Ahuja, N. (1999). Textbook of postgraduate psychiatry (2nd ed., Vols. 1-2). New
Delhi: Jaypee Brothers
Statistics and Research Methods

Aim:

The advanced statistics course provides rigorous methodologies that are the foundation for
leveraging big data and meaningful analytics in order to make better and faster decisions. The
advanced course helps to analyze large amounts of clinical data to identify common patterns and
trends for example, behavioral risks, treatment response, triggers of relapse or recurrence, multiple
causative factors associated with a disorder etc., to convert them into meaningful information with
large and important implications. The course is intended for graduate and doctoral students,
requires familiarity with basic statistical concepts. Tutorials involve exposure to the features
available in a large statistical package such as SPSS while reinforcing the concepts discussed in
lectures and classroom discussion.

Objectives:

On completion of this course, trainees should be able to:

1. Use appropriate techniques draw meaningful conclusions from a random, raw and
unstructured data.
2. Analyze a large database (available in public domain) and interpret output in a scientifically
meaningful way.
3. Apply relevant design/statistical concepts in their own particular research projects.
4. Study the relationship between different variables or makes predictions for the whole
population.
5. Demonstrate a clear understanding of the predictive statistical analysis that analyzes data
to derive past trends and predict future events on the basis of them.
6. Become familiar with concepts like machine learning algorithms, data mining, data
modelling, and artificial intelligence and clinical applications.
7. Understand the prescriptive analysis that conducts analysis of data and prescribes the best
course of action based on the results that helps make an informed decision.
8. Understand the causal statistical analysis that focuses on determining the cause-and-effect
relationship between different variables within the raw data (determines why something
happens and its effect on other variables).
9. Understand exploratory data analysis that involves exploring the unknown data
associations (it analyzes the potential relationships within the data).
10. Critically review the literature to appreciate the theoretical and methodological issues
involved.

Academic Format of Units: The course will be taught mainly in a mixed lecture/tutorial format,
Allowing trainees to participate in collaborative discussions. Demonstration and hands-on
experience with SPSS program are desired activities.

Evaluation: Theory - involving long and short essays, and problem-solving exercises

Syllabus:

Unit-I: Introduction: A review of core concepts - hypothesis testing (level of significance, sample
size estimation, power and efficiency, standard errors, CI for proportions and probabilities);
sampling methods and minimizing errors; experimental designs (pre-experimental, true-
experimental, quasi experimental, statistical); level of measurement of a variable (various scales);
establishing reliability, validity and norms; tests of significance – parametric and nonparametric
tests

Unit-II: Epidemiological studies: Rates, prevalence and incidence; types- prospective and
retrospective studies; diagnostic efficiency statistics (sensitivity, specificity, predictive values);
risk estimation - measure of risk and differential risk, odds ratio and survival analysis.

Unit-III: Analysis of variance: Variations and models – fixed effects models, random effects
models, mixed effects models, post hoc analysis (range and non-range tests), types of ANOVA –
one-way, factorial, repeated measures, multivariate analysis and ANCOVA, MANCOVA,
multiway ANOVA and linear regression

Unit-IV: Multivariate analysis: Introduction, multiple regression, logistic regression, PLS

regression, OLS regression, penalized regression, phylogenetic regression, discriminant function
analysis, path analysis, factor analysis, cluster analysis, survival analysis, MANOVA, canonical
correlation, and multidimensional scaling, PCA to detect pattern in variables

Unit-V: Qualitative research: Qualitative methods of psychosocial research, method of analysis

(content, thematic, narrative, grounded theory, discourse analysis), stages of data analysis
(familiarization, identifying thematic framework, indexing, charting, mapping and interpreting),
grounded theory – method and practice

Unit-VI: AI – Introduction, machine learning, neural network to make predictions and application
of R software, and hands-on experience in use of statistical package in the field of behavioral
science such as SPSS, SAS, Stat graphics

References:
Textbooks – None; reading will be from the primary literature (Journal articles and book chapters).

Psychological Assessments (Practical)

Toprovidehands-onexperienceinacquiringthenecessaryskillsandcompetencyinselecting,
administering, scoring and interpreting psychological tests often employed in clients with mental
or neuropsychological disorders. Since psychological assessment involves integration of
information from multiple sources, the trainees are required to be given extensive exposure in
working up of cases and carrying out the assessment at all levels. Typical areas of focus for
psychological assessment includes (not necessarily limited to):cognition, intelligence, personality,
diagnostic, levels of adjustment, disability/functional capacity, neuropsychological functions,
clinical ratings of symptomatology, variables that help/direct treatment, and assess treatment
outcomes.

Objectives:

By the end of Year–I, trainees are required to demonstrate ability to:

1. Use relevant criteria to assess the quality and appropriateness of a psychological test and
evaluate its strengths and weaknesses for clinical purposes.

2. Able to carry out the clinical work up and discuss the diagnostic possibilities based on the history
and mental status examination of the clients with psychological/neuropsychological problems.

3. Synthesize and integrate collateral information from multiple sources and discuss the rationale
for psychological assessment as relevant to the areas being assessed.

4. Select and justify the use of psychological tests and carry out the assessment as per the specified
procedures in investigating the relevant domains.

5. Interpret the findings in the backdrop of the clinical history and mental status findings and arrive
at a diagnosis.

6. Prepare the report of the findings as relevant to the clinical questions asked or hypothesis setup
before the testing began and integrate the findings in service activities.

Academic Format of Units:

Acquiring the required competency/skills would be primarily through clinical workups of cases
having psychological/neuropsychological disorders and carrying out the indicated psychological
assessments within the clinical context. Demonstration and tutorials shall be held for imparting
practical/theory components of the psychological tests.

Evaluation:

Practical/clinical– involve working up cases and carrying out the psychological assessment
within clinical context and viva-voce.
Syllabus:

Unit - I: Introduction: Case history; mental status examination; rationale of psychological

assessment; behavioral observations, response recording, and syntheses of information from
different sources; formats of report writing.

Unit - II: Tests of cognitive functions and for PwD: Bender gestalt test; Wechsler memory scale;
PGI memory scale; Wilcoxen cord sorting test, Bhatia’s battery of performance tests of
intelligence; Binet’s test of intelligence (locally standardized);Raven’s progressive matrices (all
versions); Wechsler adult intelligence scale–Indian adaptation (WAPIS, WAIS-R); Tests for PwD
-WAIS-R,WISCR (for visual handicapped), blind Learning Aptitude test, and other interest and
aptitude tests, Kauffman’s assessment battery and such other tests/scales for physically
handicapped individuals.

Unit- III: Tests for diagnostic clarification: A) Rorschach psycho diagnostics, B) Tests for thought
disorders–color form sorting test, object sorting test, proverb test, C) Minnesota multi phasic
personality inventory; multiphasic questionnaire, clinical analysis questionnaire, IPDE, D)
screening instruments such as GHQ, hospital anxiety/depression scale etc. to detect
psychopathology.

Unit - IV: Tests for adjustment and personality assessment: A) Questionnaires andinventories–
16personalityfactorquestionnaire,NEO-5personalityinventory, temperament and character
inventory, Eyesenk’s personality inventory, Eysenck’s personality questionnaire, self-concept and
self-esteem scales, Rottor’s locus of control scale, Bell’s adjustment inventory(students’ and
adults’), subjective well-being questionnaires, QOL , B) projective tests – sentence completion
test, picture frustration test, draw-a-person test; TAT–Murray’s and Uma Chowdhary’s.

Unit-V: Rating scales: Self-rated and observer-rated scales of different clinical conditions such as
anxiety, depression, mania, OCD, phobia, panic disorder etc.(including Leyton’s obsessional
inventory, Y-BOCS, BDI, STAI, HADS, HARS, SANS, SAPS, PANSS, BPRS), issues related to
clinical applications and recent developments.

Unit - VI: Psychological assessment of children: A) Developmental psycho pathology check list,
CBCL, B) Administration, scoring and interpretation of tests of intelligence scale for children such
as SFB,C-RPM, Malin’s WISC, Binet’s tests, and developmental schedules (Gesell’s,
Illingworth’s and other) Vinel and social maturity scale, AMD adaptation scale for mental
retardation, BASIC-MR, developmental screening test (Bharat raj’s), C)Tests of scholastic
abilities, tests of attention, reading, writing, arithmetic, visuo-motorgestalt, and integration, D)
Projective tests– Raven’s controlled projection test, draw-a-person test, children’s apperception
test, E) Clinical rating scales such as for autism, ADHD etc.

Unit- VII: Neuropsychological assessment: LNNB, Halstead Reiten battery, PGI-BBD,

NIMHANS and other batteries of neuropsychological tests in current use.

Core Tests:

1. Stanford Binet’s test of intelligence (any vernacular version)

2. Raven’s test of intelligence (all forms)
3. Bhatia’s battery of intelligence tests
4. Wechsler adult performance intelligence scale
5. Malin’s intelligence scale for children
6. Gesell’s developmental schedule
7. Wechsler memory scale
8. PGI memory scale
9. 16 personality factor
10. NEO-5 personality inventory
11. Temperament and character inventory
12. Children personality questionnaire
13. Clinical analysis questionnaire
14. Multiphasic questionnaire
15. Object sorting/classification test
16. Sentence completion test
17. Thematic apperception test
18. Children’ apperception test
19. Rorschach psycho diagnostics
20. Personality assessment inventory
21. Neuropsychological battery of tests (any standard version)

A certificate by the head of the department that the candidate has attained the required competence
in all of the above tests shall be necessary for appearing in the university examinations of Year –
I. However, if the center opts to test and certify the competency in neuropsychological tests as part
of the requirements for appearing in the university examinations of Part II (i.e., excluding it from
Part I), it could be done so. In such case, the Practical/Clinical examinations of Part-II shall include
an examination in this area, in addition to examination in Psychological Therapies.

Clinical Placement – 1

Clinical Placement – 1 for the 1st year begins from the date of enrollment into the program and
concludes at the end of the first year. The placement is designed to provide hands-on experience
and learning in a clinical setting, allowing students to apply theoretical knowledge to clinical
population. At the end of the year, students will undergo an internal evaluation and a Viva Voce

Aim:
The overall goal of the placement is to develop psychology professionals competent to practice
patient care independently acquiring interviewing and assessment skills, developing rapport with
patients, performing all aspects of an evaluation, including eliciting a clear and accurate history,
performing mental status examinations, formulating a diagnosis, and carrying out appropriate
diagnostic and psychological tests to clarify the diagnosis and to facilitate development of
interpersonal and communication skills that result in the effective exchange of information and
collaboration with patients, their families and health professionals.

Objectives:

By the end posting, trainees are:

1. Expected to acquire skills of eliciting the relevant clinical history through a psychiatric interview
of the clients and his/her caregivers; being sensitive to cultural diversity and religious and
education background of the client/family.

2. Expected to conduct a thorough mental status examination and propose relevant differential
diagnosis using latest ICD diagnostic criteria. Based on clinical findings, trainees select
appropriate psychological tests/measures and conduct Psychological Evaluation to answer relevant
clinical questions.

3. Expected to seek and seize all opportunities in IP and OP settings and in specialty clinics to get
exposure and evaluate a wide variety of psychiatric disorders of Child, Adolescents, Adults and
special Populations.

4. Demonstrate a comprehensive knowledge of various classes of psychotropic medications,

clinical indications, and their side-effects.

[Link] to have a reasonable understanding of Pharmacological basis of the mechanism of

action and interaction of drugs commonly used in the treatment of psychological disorders, and
hypothesized biological mediators of psychological interventions as the knowledge in these areas
is considered essential to offer an effective psychoeducation as part of psychological interventions.

Evaluation:

The evaluation shall be conducted by faculty members providing clinical supervision and would
include the level of mastery acquired for by giving short and long cases for examination and
evaluation;

A. Working up of a case and presenting the case history with detailed MSE
B. Formulating the case and discussing differential diagnosis
C. Conduct of appropriate Psycho-diagnostic assessment and reporting the findings (both oral and
written format)
D. Discussing the possible short and long-term interventions
E. Prognosticating the case

Psycho-diagnostic Records Submission

Guidelines for Submitting Full-length Psycho-diagnostic Records

Trainees are required to submit a total of five records, with one record each focusing on child
therapy and neuropsychological assessment. These records should be printed with double line
spacing and bound together in a single format. The following information must be displayed on
the opening page of each record: the registration number at the center, the date the patient was first
seen, the supervising consultant’s name, and their signature. Additionally, the relevant test
protocols should be submitted separately in a file. The records, endorsed by the supervisor, should
include a summary of the clinical history and must be organized under the following headings:
1. Socio-demographic data
2. Presenting complaints
3. History of present illness
4. History of past illness (if any)
5. Family history
6. Personal history
7. Pre-morbid personality
8. Relevant findings on physical examination
9. Findings on Mental Status Examination
10. Diagnostic formulation
11. Differential diagnosis
12. Sociocultural and contextual factors
13. Short- and log-term management

Should include a discussion (in detail) on the:

A. Rationale for psychological testing

B. Area/s to be investigated
C. Tests administered (mention full title of the tests/scales etc.) and rationale for their use
D. Behavioral observations during testing and overall validity of the test results
E.• Test findings and their interpretations
F.• Impression

A summary of the test results and the management plan (including suggestion/s if any) should be
incorporated at the end of each record.
Part–II (Year–11)

Biological Determinants of Behavior and Neuropsychology

Aim:
Brain disorders cause symptoms that look remarkably like other functional psychological
disorders. Learning how brain is involved in the genesis of normal and abnormal
behavioral/emotional manifestation would result in better clinical judgment, lesser diagnostic
errors and increase sensitivity to consider and rule out a neuropsychological origin or biochemical
mediation of the psychopathology. Also, current researches have indicated many pharmacological
agents dramatically alter the severity and course of certain mental disorders, particularly more
severe disorders. Therefore, the aim of this course is to provide important biological foundations
of human behavior and various syndromes. The main focus is the nervous system and its command
center - the brain.

Objectives: On completion of the course trainees are required to demonstrate ability to:

1. Describe the nature and basic functions of the nervous system

2. Explain what neurons are and how they process information
3. Identify the brain’s levels and structures, and summarize functions of the structures
4. Describe the biochemical aspects of the brain and how genetics increase our understanding of
behavior.
5. State what the endocrine system is and how it regulates the internal environment and affects
behavior.
6. Discuss the principles of psychopharmacology and review the general role of neurotransmitters
and neuromodulators in the brain.
7. Describe the monoaminergic and cholinergic pathway in the brain and the drugs that affect these
neurons.
8. Describe the role of neurons that release amino acid neurotransmitters and the drugs that
affect these neurons.

Academic Format of Units:

Lectures, seminars and demonstrations by the experts in specific discipline, disease, topics
such as by Anatomist, Biochemist, Physiologist, Psychiatrist, Neurologist and Neurosurgeons are
required to impart knowledge and skills in certain domains. Depending on the resources available
at the center these academic activities can be arranged.

Evaluation: Involving long and short essays and viva

Syllabus:
Unit-I: Anatomical sub-divisions of the human brain; the surface anatomy and interior structures
of cortical and sub-cortical regions; anatomical connectivity among the various regions; blood
supply to brain and the CSF system; cyto architecture and modular organization in the brain;
Communication within (membrane potential, action potential) and between neurons
(neurotransmitters, neuromodulators and hormones).

Unit-II: Biochemistry of the brain: Biochemical and metabolic aspects of brain; medical genetics;
structure and function of chromosomes; molecular methods in genetics; single-gene inheritance;
cytogenetic abnormalities; multifactorial inheritance; biochemistry of genetic diseases

Unit-III: Neurobiology of sensory-motor systems: Organization of sensory-motor system in terms

of receptors, relay neurons, thalamus and cortical processing of different sensations; principle
motor mechanisms of the periphery (muscle spindle), thalamus, basal ganglia, brain stem,
cerebellum and cerebral cortex; neurobiology of drives, motivation, hunger, thirst, sex, learning,
memory, emotion, and personality, regulation of internal environment: role of limbic, autonomic
and the neuroendocrine system in regulating the internal environment; reticular formation and
other important neural substrates regulating the state of sleep/wakefulness

Unit-IV: Psychopharmacology: Principles of psychopharmacology, sites of drug action (effects

on production, storage, release, receptions, reuptake and destruction); drugs commonly used to
treat psychiatric disorders and putative mechanisms of action, role of neurotransmitters and
Neuro modulators (acetylcholine, monoamines (DA, NE and 5-HT), amino acids, peptides, lipids)
in various aspects of behavior; neurobiology of mental disorders - neurochemical, metabolic and
genetic aspect of major mental disorders, neurodevelopmental and behavioral disorders;

Part-B: Clinical Neuropsychology

Aim:
The course aims to provide an understanding of the relationships between the brain and cognition,
affect and behavior across developmental stages through clinical evaluation and follow-up of a
variety of cases with brain disease and injury.

Objectives: At the end of the course trainees,

1. Discuss at ease the functional aspects of different brain networks, and can explain how these
would affect an individual in daily life situations and make recommendations for interventions and
social rehabilitation in affected cases.
2. Describe what kinds of neuropsychological deficits are often associated with lesions of frontal,
parietal, temporal and occipital lobes of the brain, and carry out the indicated neuropsychological
assessment employing any valid battery of tests.
3. Describe what kinds of neuropsychological deficits are often associated with subcortical lesions
of the brain.
4. List symptoms those are typical of focal and diffuse brain damage.
5. Enumerate the characteristics of clinical syndrome and the nature of neuropsychological deficits
seen in various cortical and subcortical dementias.
6. Describe the neuropsychological profile of principal psychiatric syndromes.
7. Demonstrate an understanding of functional neuro-imaging techniques and their application in
psychological disorders and cognitive neuroscience.
8. Demonstrate an understanding of the principles involved in neuropsychological assessment, its
strengths and weaknesses, and indications.
9. Describe the nature of disability associated with head injury in the short and longer term,
methods of remedial training and their strengths and weakness.

Academic Format of Units:

The learning would be primarily through clinical assessment of cases with brain lesions and
disorders, and supplemented by lectures, seminars and tutorials, allowing trainees to participate in
collaborative discussion.

Evaluation: Practical/clinical exam in neuropsychological assessment with cases having a brain

lesion/disorder and theory aspects by long and short essays, and comprehensive viva.

Syllabus:

Unit-I: Introduction: Relationship between structure and function of the brain; the rise of
neuropsychology as a distinct discipline, logic of cerebral organization; localization and
Lateralization of functions; approaches and methodologies of clinical and cognitive
neuropsychologists.

Unit-II: Frontal and temporal lobe syndrome: Frontal lobe - disturbances of regulatory functions;
attentional processes; emotions; memory and intellectual activity; language and motor functions;
temporal lobe - special senses, hearing, vestibular functions and integrative functions;
disturbances in learning and memory functions; language, emotions, time perception and
consciousness.

Unit-III: Parietal and occipital lobe syndromes: Parietal lobe - disturbances in sensory functions
and Body schema perception; agnosia’s and apraxia’s; occipital lobe - disturbances in visual space
Perception; color perception; writing and reading ability.

Unit-IV: Neuropsychological assessment: Principles, approaches, scope and indications and

issues involved in neuropsychological assessment of children, functional domains in children;
Categorization of major brain functions, localization of functions in the brain, content of
Empirically validated batteries such as LNNB, Halstead-Reitan battery, PGI-BBD, NIMHANS
and other batteries of neuropsychological tests in current use and their application,
Neuropsychological profile: Neuropsychological profile of cortical and subcortical dementia;
major mental disorders, substance use disorders, neurodevelopmental disorders

Unit-V: Neuropsychological rehabilitation: Principles, objectives and methods of neuro-

rehabilitation of traumatic brain injury, organic brain disorders, major psychiatric disorders and
behavioural disorders; scope of computer-based retraining, neuro feedback, cognitive aids;
application of functional human brain mapping techniques such as QEEG, EP & ERP, PET,
SPECT, fMRI etc.

References:
Bellack A.S. &Hersen M. (1998). Comprehensive clinical psychology Assessment (Vol. 4).
London: Elsiever Science Ltd.

Gazaaniga, M. S. (1984). Handbook of cognitive neuroscience. New York: Plenum Press.

Golden, C.J. & Charles, C.T. (1981). Diagnosis and rehabilitation in clinical neuropsychology.
New York: Spring Field.

Grant, I. & Adams, K.M. (1996). Neuropsychological assessment of neuropsychiatric disorders

(2nd ed.). New York: Oxford University Press: NY. Elsevier.

Kirshner H.S, (1986). Behavioral Neurology. New York: Churchill Livingstone.

Kolb, B. & Whishaw, I.Q. (2007). Fundamentals of human neuropsychology (6th ed). NewYork:
Worth Publishers.

Lezak, M.D. (1995). Neuropsychological assessment. New York: Oxford University Press.

Prigatano, G.P. (1999). Principles of Neuropsychological Rehabilitation. New York: Oxford

University Press.

Rohrbaugh, J.W (1990). Event related brain potentials – Basic issues & applications. NewYork:
Oxford University Press.

Vinken, P.J, & Bruyn, G. W. (1969). Handbook of clinical neurology (Vols. 2, 4, 45 & 46).
Amsterdam: North Holland Publishing Co.

Vyas, J.N. & Ahuja, N (1999). Textbook of postgraduate psychiatry (2nd ed., Vols. 1- 2). New
Delhi: Jaypee brothers.

Walsh, K. (2003). Neuropsychology- A clinical approach (4th ed.). Edinburgh: Churchill

Livingstone.

Carlson, N.R. (2005). Foundations of physiological psychology (6th ed.). New Delhi: Pearson
Education

Guyton, A.C. & Hall, J.E. (2006). Textbook of medical physiology. Philadelphia: Saunders
Company.

Jain, A.K. (2005). Textbook of physiology (Vol. 2). New Delhi: Avichal Publishing Company.

Kandel, E. R, & Schwartz, J. H (1985). Principles of neural science. New York: Elsevier.

Kirshner H.S, (1986). Behavioral Neurology. New York: Churchill Livingstone.

Rohrbaugh, J.W (1990). Event related brain potentials – Basic issues & applications. New York:
Oxford University Press.

Snell, R.S. (1992). Clinical neuroanatomy for medical students. Boston: Little Brown &Co.

Stahl, S.M. (1998). Essential psychopharmacology. London: Cambridge University Press.

Vinken, P.J, & Bruyn, G. W. (1969). Handbook of clinical neurology (Vols. 2, 4, 45 & 46).
Amsterdam: North Holland Publishing Co.
Behavioral Medicine

Aim:
Health psychology, as one of the subspecialties of applied psychology, has made a notable impact
on almost the entire range of clinical medicine. The field deals with psychological theories and
methods that contribute immensely to the understanding and appreciation of health behavior,
psychosocial and cultural factors influencing the development, adjustment to, treatment, outcome
and prevention of psychological components of medical problems. The aim of behavioral medicine
is to elucidate the effects of stress on immune, endocrine, and neurotransmitter functions among
others, psychological process involved in health choices individuals make and adherence to
preventive regimens, the effectiveness of psychological interventions in altering unhealthy
lifestyles and in directly reducing illness related to various systems. Further, to provide the
required skills and competency to assess and intervene for psychological factors that may
predispose an individual to physical illness and that maintain symptoms, in methods of mitigating
the negative effects of stressful situations/events, and buffering personal resources.

Objectives: On completion of the course, trainees are required to demonstrate ability to:

1. Appreciate the impact of psychological factors on developing and surviving a systemic illness.
2. Understand the psychosocial impact of an illness and psychological interventions used in this
context.
3. Understand the psychosocial outcomes of disease, psychosocial interventions employed to alter
the unfavorable outcomes.
4. Understand the rationale of psychological interventions and their relative efficacy in chronic
disease, and carry out the indicated interventions.
5. Understand the importance of physician-patient relationships and communication in
determining health
outcomes.
6. Understand how basic principles of health psychology are applied in specific context of various
health problems and apply them with competence.
7. Demonstrate the required sensitivity to issues of death and dying, breaking bad news, and end-
of-life issues.
8. Carry out specialized interventions during period of crisis, grief and bereavement.
9. Understand, assimilate, apply and integrate newer evidence-based research findings in therapies,
techniques and processes.
10. Critically evaluate current health psychology/behavioral medicine research articles, and
present improved design/methods of replicating such research.
11. Demonstrate the sense responsibility while working collaboratively with another specialist and
foster a working alliance.

Academic Format of Units:

Competency/skills are imparted through supervised workups, assessment and practical work of
carrying out various treatment techniques within clinical context. Depending on availability of
resources at the parent center, the trainees may be posted for extra-institutional learning.
Demonstration, clinical issue seminar, clinical seminar, clinical case conferences are required to
impart the necessary knowledge and skills.
Evaluation: Theory - involving long and short essays, and practical/clinical - involving workup
and assessment of clinical cases with viva voce.

Syllabus:

Unit-I: Introduction: Psycho-behavioral influence on neuroendocrine, neurotransmitter and neuro-

immune responses to stress, negative affectivity, behavioral patterns, and coping styles,
psychophysiological models of disease, theoretical models of health behavior, scope
andapplication of psychological principles in health and illness; research and developments in
health
psychology, psychophysiology, psychoneuroimmunology, psychobiology, socio biology and their
implications; demonstrated effects of psychological interventions on the biology of brain and
Implications.
Unit-II: Central nervous system: Cognitive, behavioral, emotional disturbances in major CNS
diseases like cerebrovascular (stroke, vascular dementia etc.), developmental (cerebral palsy),
degenerative (Parkinson’s etc.), trauma (traumatic brain and spinal cord injury), convulsive
(epilepsy), and infectious (AIDS dementia), psychological assessment, intervention and
rehabilitation of this population.
Unit-III: Cardiovascular system: Psychosocial, personality, lifestyle, and health practice issues,
psycho-behavioral responses including coping with illness and functional loss in hypertension, MI,
following CABG and other cardiovascular conditions, salient issues with regard to quality-of life
and well-being, empirically proven methods of psychological management of CVS diseases.

Unit-IV: Respiratory system: precipitants, such as emotional arousal, and other external stimuli,
exacerbates such as anxiety and panic symptoms, effects, such as secondary gain, low self-
esteem in asthma and other airway diseases, psychological, behavioral and biofeedback
strategies as adjunct in the management.

Unit-V: Genitourinary/renal/reproductive system: Psychosocial issues in male/female sexual

dysfunctions, micturition/voiding problems including primary/secondary enuresis, end-stage renal
disease, dialysis treatment, primary and secondary infertility, empirically validated psychological
and behavioral interventions in these conditions.

Unit-VI: Gastrointestinal system and Dermatology: Evaluation of psychological factors including

personality characteristics and stress/coping style in functional GI disorders (such as irritable
bowel syndrome, inflammatory bowel disease, peptic ulcer disease, esophageal disorder etc.); role
of stress and anxiety in psycho-dermatological conditions (such as psoriasis, chronic urticarial,
dermatitis, alopecia etc.,); impact of these on self-esteem, body image and mood, role
of psychological interventions such as relaxation, stress management, counseling, cognitive
restructuring and biofeedback strategies.

Unit-VII: Oncology and Pain: Psychosocial issues associated with cancer - quality of life, denial,
grief reaction to bodily changes, fear of treatment, abandonment, side effects, recurrence,
resilience; physiological and psychological processes involved in pain experience and behavior,
assessment tools for acute and chronic pain intensity, behavior, and dysfunctions/disability
related to pain, psychological interventions such as cognitive, behavioral, biofeedback and
hypnotic therapies.
References:
Basmajian J.V. (1979). Biofeedback – Principles and practice for clinicians. Baltimore:Williams
& Wilkins Company.

Bellack, A.S., Hersen, M., &Kazdin, A.E. (1985). International handbook of behavior
modification and therapy. New York: Plenum Press.

Bellack, A. S. &Hersen, M. (1985). Dictionary of behavior therapy. New York: Pergamon Press.

Jena, S. P. K. (2008). Behaviour therapy: Research and Applications. Sage, New Delhi.

Lambert, M. J. (2004). Handbook of Psychotherapy and behaviour change (5th ed.). NewYork:
John Wiley and Sons.

Rimm D.C. & Masters J. C. (1979). Behavior therapy: Techniques and empirical findings. New
York: Academic Press. Clinical Psychology -2024-25 Rehabilitation Council of India 46

Sweet, J.J, Rozensky, R. H. &Tovian, S. M. (1991). Handbook of clinical psychology inmedical

settings. New York: Plenum Press.

Turner, S.M., Calhown, K.S., & Adams, H. E. (1992). Handbook of clinical behavior therapy. New
York: Wiley Interscience.

Weinman, J., Johnston, M. & Molloy, G. (2006). Health Psychology (Vols. 1- 4). London: Sage
Publications.

Psychotherapy and Counseling

Aim:
Impart knowledge and skills necessary to carry out psychological interventions in mental health
problems with required competency. As a prelude to problem-based learning within a clinical
context, the trainees are introduced to factors that lead to development of an effective working
therapeutic alliance, pre-treatment assessment, setting therapy goals, evaluation of success of
therapy in producing desired changes, and variables that affect the therapy processes. Further, the
aim is to equip the trainees with various theories of clinical problems, and intervention techniques,
and their advantages and limitations.

Objectives: By the end of Part – II, trainees are required to demonstrate ability to:

1. Describe what factors are important in determining how well patients do in psychotherapy?
2. Demonstrate an ability to provide a clear, coherent, and succinct account of patient’s problems
and to develop an appropriate treatment plan.
3. Demonstrate a sense of working collaboratively on the problem and ability to foster an effective
alliance.
4. Demonstrate a working knowledge of theoretical application of various approaches of therapy
to clinical conditions.
5. Set realistic goals for intervention taking into consideration the social and contextual mediation.
6. Carry out specialized assessments and interventions, drawing on their knowledge of pertinent
Outcome/evidence research.
7. Use appropriate measures of quantifying changes and, apply and integrate alternative or
Complementary theoretical approach, depending on the intervention outcome.
8. Demonstrate skills in presenting and communicating some aspects of current intervention work
for assessment by other health professionals, give and receive constructive feedback.
9. Demonstrate ability to link theory-practice and assimilate clinical, professional, academic and
ethical knowledge in their role of a therapist.
10. Present a critical analysis of intervention related research articles and propose their own
Methods/design of replicating such research.
Academic Format of Units: Acquiring the required competency/skills would be primarily
through clinical workups and carrying out of various treatment techniques, under supervision,
within clinical context. The trainees are required to be involved in all clinical service activities –
institutional or community based, of the center. Demonstration, clinical issue seminar, clinical
seminar, clinical case conferences are required to be planned to impart the necessary knowledge
and skills.
Evaluation:

Theory - involving long and short essays, and practical/clinical - involving workup and assessment
of clinical cases with viva voce.

Syllabus:
Unit-I: Introduction: Issues related to training therapists; ethical and legal issues; rights and
responsibilities; consent/assent issues; planning and recording of therapy sessions; structuring and
setting goals; factors influencing the therapeutic relationship; pre- and post-assessment; practice
of evidence-based therapies; managed care.
Unit-II: Affective psychotherapies: Historical aspects and empirical status of psychodynamic,
brief, humanistic, existential, gestalt, person-centered, Adlerian, transactional analysis, reality
therapy, supportive, clinical hypnotherapy, play therapy, psychodrama, and oriental approaches
such as yoga, meditation, shavasana, pranic healing, reiki, tai chi etc.
Unit-III: Behavior therapies: Indications and empirical status of behavioral techniques such as
desensitization (imaginal, in-vivo, enriched, assisted); extinction (graded exposure, flooding and
response prevention, implosion, covert extinction, negative practice, stimulus satiation); skill
training (assertiveness training, modeling, behavioral rehearsal), operant procedures (token
economy, contingency management); aversion (faradic aversion therapy, covert sensitization,
aversion relief procedure, anxiety relief procedure and avoidance conditioning); self-control
procedures (thought stop, paradoxical intention, stimulus satiation); biofeedback (EMG, GSR,
EEG, Temp., EKG); behavioral counseling, Group behavioral approaches, behavioral
family/marital therapies.
Unit-IV: Cognitive therapies: Indications and empirical status of rational emotive behavior
therapy, cognitive behavior therapy, cognitive analytic therapy, dialectical behavior therapy,
problem-solving therapy, mindfulness based cognitive therapy, schema focused therapy, cognitive
restructuring, and other principal models of cognitive therapies, trans diagnostic cognitive
behavior therapies
Unit-V: Systemic and Physiological therapies: Indications, and empirical status of family therapy,
marital therapy, group therapy, sex therapy, interpersonal therapy; progressive muscular
relaxation, autogenic training, biofeedback, eye- movement desensitization and reprocessing
and other major therapies.
Unit-VI: Counseling and Psychoeducation: Behavioral, cognitive and humanistic approaches;
counseling process; theory and procedures to specific domains of counseling; models of
therapeutic education, family counseling for a collaborative effort towards recovery, relapse-
prevention and successful rehabilitation with regard to various debilitating mental disorders.
Unit-VII: Psychotherapy research: Defining and estimating treatment effects, comparators issues,
RCTs, causality in therapy research, biases and allegiance, common factors, specific effects,
studying mechanisms, mediation and moderators, mediation analysis, non-inferiority and
equivalence tests, identifying responders and moderators, therapist effect, design effect, nested and
crossed designs, qualitative methods in understanding the causation, process-based therapy, client
preference in therapy work and its implications, ethical issues in psychotherapy research

References:

Aronson, M. J. & Scharfman, M. A. (1992). Psychotherapy: The analytic approach. NewYork:

Jason Aronson, Inc.

Baker, P, (1992). Basic family therapy. New Delhi: Blackwell Scientific Pub.

Bellack, A. S. &Hersen, M., (1998). Comprehensive clinical psychology (Vol. 6). London:Elsiever
Science Ltd.

Bellack, A.S., Hersen, M.,&Kazdin, A.E. (1985).International handbook of behavior modification

and therapy. New York: Plenum Press.

Bellack, A. S. &Hersen, M. (1985). Dictionary of behavior therapy. New York: PergamonPress.

Bergin, A. G. & Garfield, S. L. (1978). Handbook of psychotherapy & behavior change – An

empirical analysis. New York: John Wiley & Sons.

Bloch, S. (2000). An introduction to the psychotherapies (3rd ed.). New York: Oxford Medical
Publications.

Capuzzi, D. & Gross, D. R. (2003). Counseling and psychotherapy: Theories and interventions
(3rd ed.). New Jersey: Merrill Prentice Hall.

Clark, D. M. & Fairburn, C. G. (2001). Science and practice of CBT. London: Oxford University
press.

Dobson, K. S., & Craig, K. D. (1996). Advances in cognitive behavior therapy. New York:Sage
Publications.

Dryden, W. (1995). Rational emotive behaviour therapy. New Delhi: Sage.

Dryden, W. (2002). Handbook of individual therapy (4th ed.) New Delhi: Sage Publications.

Eells, T. D. (2007). Handbook of psychotherapy case formulation (2nd ed.). New York:Guilford
press.

Hersen M. & Sledge, W. (2002). Encyclopedia of psychotherapy (Vols. 1-2). New York:Academic
Press.

Freeman, A., Simon, K. M., Beutler L.E. &Arkowitz, M. (1988). Comprehensive Handbookof
cognitive therapy. New York: Plenum Press.

Friedberg R. D. & McClure, J. M. (2002). Clinical Practice of cognitive therapy with children and
adolescents- The nuts and bolts. New York: Guilford Pres.

Garfield, S. L. (1995). Psychotherapy: an eclectic integrative approach (2nd ed.). New York: John
Wiley and son.

Gibson, R.L. & Mitchell M.H. (2006). Introduction to counseling and guidance (6th ed.). New
Delhi: Pearson. Graham, P.J. (1998). CBT for children and families (2nd ed.). London: Cambridge
University Press.

Greenson, R.R. (1967). The Technique and Practice of psychoanalysis (Vol. 1). New
York:International Universities Press.

Hawton, K. Salkovskis, P.M., Kirk, J. and Clark, D.M. (1989). Cognitive Behavior Therapy for
psychiatric problems: A practical guide. New York: Oxford University Press.

Jena, S.P.K. (2013). Learning disability: Theory to practice. Sage, New Delhi.

Jena, S.P.K. (2013). AdhigamAkshamta: Siddhanta se prayogtak. Sage, New Delhi.

Klerman, G. L. & Weissman, M. M (1993). New Approach of Interpersonal Psychotherapy.

Washington, DC.: American Psychiatric Press.

Mash, E.J. & Wolfe, D.A. (1999). Abnormal child psychology. New York: WadsworthPublishing.

Rimm D.C., & Masters J.C. (1979). Behavior therapy: Techniques and empirical findings. New
York: Academic Press.

Sanders, D & Wills, F. (2005). Cognitive therapy: An introduction (2nd ed.). New Delhi:Sage
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Sharf, R.S. (2000). Theories of psychotherapy and counseling (2nd ed.). New York:Brooks/Cole.

Turner, S.M, Calhour, K. S. & Adams, H. E.(1992). Handbook of clinical behavior therapy. New
York: Wiley Interscience.

Turner, S.M., Calhown, K. S., & Adams, H.E. (1992). Handbook of Clinical Behavior therapy.
New York: Wiley Interscience.

Walker, C.E. & Roberts, MC (2001). Handbook of clinical child psychology (3rd ed.).
Ontario:John Wiley and Sons.
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O’Dell, S. (1974). Training parents in behavior modification: A review, Psychological Bulletin,

81, 418-433.

Patterson, G. R. & Fleishman, M. J. (1979). Maintenance of treatment effects: Some considerations

concerning family systems and following data. Behaviour Therapy, 10, 168-185.

Tharp, R. E., & Wetzel, R. J. (1969). Behaviour modification in natural environment. Academic
Press: New York.

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York: Basic Book

Clinical Placement – 2

Part – A is first-half of the academic Year - 2, starting from the beginning of the
academic session. During the placement, trainees continue to focus on development of
knowledge and skills further for complex and long-term psycho therapeutic
interventions that are empirically supported and as per best practice guidelines. At this
level of training, students understand the pros and cons of evidence-based and evidence-
informed practice and consider individual variables of their clients and engage them in
shared decision-making. This facilitates acquiring most valuable clinical skills to
perform empirically supported treatments also helps developing a cogent rationale for
intervention strategies. Trainees focus and gain hands-on experience in offering
therapies and techniques in special conditions where integrative/eclectic approach is the
basis of clinical intervention. Undertake self-study supplementing didactic lectures on
the methodology related to RCTs, qualitative research, public ethnographic research,
process-outcome studies and meta-analysis and the process involved in scientific
reporting of the experimental and qualitative findings. Trainees have opportunities to
work with a wide range of theoretical orientations (including interpersonal, cognitive-
behavioral, existential, humanistic, psychodynamic, multicultural, feminist, ACT, DBT,
SFT, Trans diagnostic, trauma-focus CBT, EMDR and so on) and areas of specialization
(such as gender issues, LGBTQA, disordered eating, sexual and relationship violence,
suicide prevention, PTSD, career development, and crisis intervention) in a variety of
multicultural settings. Additionally, trainees have an opportunity for supervision by a
number of senior staff of other discipline as well resulting in supplementary learning
opportunities of ethical practice through playing role of co-therapist and by clinical team
participation.
The evaluation would include the skills acquired for;
a) Functioning autonomously within the collaborative environment
b) Ability to assume independent responsibility towards desired therapy outcome
c) Building and maintaining therapeutic relationship
d) Ability to carry out contextual and collaborative assessment
e) Engaging clients in shared decision-making
f) Maintaining therapy records as per the policy of the center
g) Eliciting session and outcome feedback, and learn and reflect on them
h) Maintaining confidentiality and adhering to ethical & professional guidelines

Part – B is second-half of Year-2. Trainees focus on acquiring professional competency

in general medical setting through offering clinical workup and psychometric
evaluations and a variety of advanced interventions targeted at psychological issues
associated with acute, subacute and chronic health conditions. Recalling from the
classroom discussion of behavioral medicine topics on the concept, theories, and models
of clinical health psychology, trainees explore various domains of the professional
practice and evaluation issues within the context of medical referrals and health & illness
across lifespan. During the clinical assignments trainees demonstrate a clear
understanding of psychological and behavioral influences on health and illness and
psychophysiological models of disease and their application in health and heath care.
Trainees discuss with ease the implications of contemporary research and developments
in health psychology such as psychoneuroimmunology, psychobiology and the effects
of psychotherapy on the biology of brain. On completion of the postings the trainees
should have acquired the skills needed to apply models of behavior change, and design
appropriate evidence-supported psychological intervention on the basis of an initial
clinical health case formulation. Trainees over time learn to take account of the relevant
issues such as psychological responses to illness, disability and hospitalization,
adherence to medical treatment, symptom reduction, progress made/making, and ability
to make therapeutic alliance in planning the short- and long-term goal-oriented
interventions. Also, acquire competency to prognosticate the case on the basis of
psychological theories, models of the etiology, progression, recovery, precursors,
sequelae to psychological disorders associated with medial issues. Part-B posting will
close by the end of Year – 2 with an Internal Evaluation and Viva Voce by faculty
members shadowing and providing direct clinical supervision for a scheme of marks
specified already.
The Part-B evaluation would include level of mastery acquired in various domains;

1. Ability to recognize and assess psychological responses to illness.

2. Ascertaining whether or not the presence of a psychological disorder and risk
factors (using a range of assessment methods including psychometric
assessments and interviews) in persons with a variety of chronic medical diseases
3. Integrating and synthesizing clinical data and presenting a diagnostic
formulation, and treatment approaches
4. Ability to design and carry out an appropriate empirically-supported
psychological treatment on the basis of an initial clinical health case formulation
5. Demonstrating a critical understanding of the role and responsibility of Clinical
Psychologists in medical settings and professional and ethical issues related to
working in health care settings and within a multidisciplinary team.
Psychotherapy Record Submission

Guidelines for Submitting Psychotherapy Records

Trainees are required to submit a total of five therapy records, one of which should
specifically be a child therapy record. All the records should be printed with double line
spacing and bound together in a single format. The records must be submitted in this
bound format, with all of them included [Link] number, Date first seen,
Supervising Consultant’s name and his/her signature should be shown on the opening
page of each record. All records should be endorsed by the concerned supervisor and
organized under the following heads:

1. Socio-demographic data
2. Presenting complaints
3. Summary of the case (history of present illness, significant past history, family
history, personal history, pre-morbid level of functioning and findings on Mental
Status Examination)
4. Diagnosis
5. Sociocultural and contextual factors including client’s life situation
6. Short- and log-term management
7. Rationale for the intervention
8. Specific areas to be focused including short- and long-term objectives
9. Type and technique of intervention(s) used
10. Therapy processes
11. Changes in the type of therapy, approaches or objectives (if any, and reasons for
the same)
12. Outcome
13. Goals to be achieved in short- and long-term follow-up
14. Future plans

Research Thesis
 Guidelines for Submitting Research Thesis

Three (hardbound) copies with one softcopy on pen drive should be submitted in print
(use double line space, and Times New Roman 12) format. All records should be
certified by the concerned Guide and Co-guide (where applicable) and forwarded by the
Head of the Department under sign and seal. A declaration by the researcher that the
present work is the product of his/her own efforts, carried out under the guidance of the
supervisor/s mentioned and doesn’t form a part of any other degree in the past, shall be
inserted prominently in all copies. The Thesis shall be organized under the following
heads:
1. An Introduction to the work
2. Review of literature in the form of different Chapters (up to 4, depending on the
nature of research area)
3. Methods (Aim/s and objectives, Hypotheses, Sample (with inclusion and
exclusion criteria), Sampling technique, and Sample size (procedure followed to
determine) and Study design
4. Description of the tools/measures employed including those developed for the
purpose of the study, the steps followed for modification or translation of the
original tool, if any,
5. Procedure followed step by step and in detail
6. Statistical analysis carried out and the software employed
7. Results (using only one format)
8. Discussion (restricting to the data in hand)
9. Conclusion and implications (without grandiose claims)
10. Summary (crisp and in IMRD format)
11. References (APA guidelines)
12. Appendix – Copy of the following should be attached:
a) Consent form
b) Ethical committee clearance
c) Permission granted by the center/s for data collection
d) Tools employed in the research
e) Purchase bill or permission by author/s, or copyright waiver to use the tools
f) Declaration with regard to ‘conflict of interest’
g) Copy of the report generated for plagiarism screening using approved software
by the concerned university.
 Scheme of Examination

Part–I (I Year)

Papers Title Duration Marks

Final Internal Total
Assessment Assessment
(Maximum) (Maximum)
Group “A”
Paper I Psychosocial Foundations 3hr. 70 30 100
Of Behavior and
Psychopathology
Paper II Psychiatry 3hr. 70 30 100

Paper III Statistics and Research 3hr. 70 30 100

Methodology
Practical: Psychological 70 30 100
Assessments and Clinical
Placement – I (Viva Voce)
Group “B”
Submission of five cases of full-length None 100 100
Psycho-diagnostics Report
Total 500

Part–II (II Year)

Papers Title Duration Marks

Final Internal Total
Assessment Assessment
(Maximum) (Maximum)
Group “A”
Paper I Biological Determinants 3hr. 70 30 100
of Behavior and
Neuropsychology
Paper II Behavioral Medicine 3hr. 70 30 100

Paper III Psychotherapy and 3hr. 70 30 100

Counseling
Practical: Psychological 140 60 200
Therapy and Clinical
Placement – II (Viva Voce)
Group “B”
Submission of five cases of full-length None 100 100
Psychotherapy Report
Group “C”
Research Thesis 70 30 100

Total 700