MOUNT CARMEL COLLEGE – AUTONOMOUS DEPARTMENT OF HUMAN DEVELOPMENT Affiliated to Bengaluru Central University

MSc Human Development COURSE SYLLABUS (2020-2022 Batch)

VASANTH NAGAR, BENGALURU- 560052

DEPARTMENT OF HUMAN DEVELOPMENT

MSc (Human Development) 2020-2022

CBCS Scheme of Instruction

Sl Course Name of Course L:T:P Credits CIA ESE Total no Code Marks Marks SEMESTER–I 1 CC-01 Human Growth and Development 4:0:2 5 30+15 70+35 150 2 CC-02 Theoretical perspectives in Human 4:2:0 5 30+15 70+35 150 Development 3 CC-03 Infant Development and Stimulation 3:0:4 5 30+15 70+35 150 4 CC-04 Curriculum Planning and Participation for 3:0:4 5 30+15 70+35 150 Early Childhood Education 5 AC-01 Statistics 2:0:0 2 15 35 50 6 AC-02 Psychometrics-1 2:0:0 2 15 35 50 Bridge course* Basics of HD 3:0:4 5 30+15 70+35 150 TOTAL 24 210 490 700 SEMESTER–II 1 CC-05 Parenting 4:2:0 5 30+15 70+35 150 2 CC-06 Children with Special Needs and Inclusive 3:0:4 5 30+15 70+35 150 Education 3 CC-07 Adolescence 4:0:2 5 30+15 70+35 150 4 CC-08 Gerontology 3:0:4 5 30+15 70+35 150 5 AC-03 Research Methodology 2:0:0 2 15 35 50 6 AC-04 Psychometrics-2 0:0:2 2 15 35 50 7 Community Development Program 2 50 50 TOTAL 26 210 540 750 SEMESTER–III 1 EC-01 Mental health 3:0:4 5 30+15 70+35 150 2 EC-02 Curriculum Planning and Supervision for 3:0:4 5 30+15 70+35 150 Early Childhood Education 3 EC-03 Crime and Violence / Family and 4:2:0 5 30+15 70+35 150 Community Dynamics 4 EC-04 Women Studies/ Play and Creativity across 4:0:2 5 30+15 70+35 150 Life span 5 AC-05 Human Resource Management 2:0:0 2 15 35 50 6 OE Open elective- Human Sexuality 2:0:0 2 15 35 50 Internship Report 2 50 50 TOTAL 26 210 540 750 SEMESTER–IV 1 EC-05 Media in Human Development 3:0:4 5 30+15 70+35 150 2 EC-06 Guidance and Counseling/ Culture and 4:2:0 5 30+15 70+35 150 Psychology 3 EC-07 Human rights / Management of Programs 4:0:0 4 30 70 100 for Children and Families 4 PR-01 Dissertation 12 8 50 150 200 TOTAL 22 170 430 600 Grand Total 98 800 2000 2800 *Bridge course –‘Basics of Human Development’ is mandatory for students from other than Home science, Human Development and Psychology background.

Program outcomes PO1: understand concepts that will help students to understand human development across the life span

PO2: comprehend the interplay between family, the workplace, schools, the community, and the larger culture that affects the individual

PO3: learn skills for helping individuals, families, or groups through workshops, seminars, guest lectures and panel discussions

PO4: apply the knowledge learnt in the course to conduct awareness programs for the community on various issues and challenges of the society

PO5: Design and implement activities/materials to stimulate individual’s across age groups.

PO6: Prepare the students to cater to the needs of special children through individualized educational program

PO7: Understand, analyze, criticize and administer different psychological tests across life span

PO8: Comprehend the significance of mental health and well-being throughout life span.

PO9: Make strategies to improve the well-being among communities belonging to different strata, age groups etc

PO10: Identify and create awareness among students about the various types of crimes and violence across different sections of the society.

PO11: Inculcate the skills and qualities of a counsellor by learning the process of counselling and techniques involved.

PO12: Understand the role of media in improving concerns related to human development.

PO13: Understand the basics of human resource development

I SEMESTER

HUMAN GROWTH AND DEVELOPMENT

Code: CC-01 Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(P) Hours per Week : 4:0:2 CIA: 30(T)+15(P)

Objectives  To understand the foundations of brain development and central nervous system  To gain knowledge the genetic foundations of inheritance  To understand the interaction between hereditary and environment  To get acquainted with gynecology ward of hospitals and prepare case study for pregnant and lactating women

Course Outcomes: At the end of the course, student will be able to:

 CO1: Understand the functions and structure of brain and central nervous system  CO2: Comprehend the genetic foundations of human beings and chromosomal abnormalities  CO3: Know the various maturational processes in humans  CO4: Apply the knowledge of prenatal development and care and conduct case studies of pregnant and lactating mothers  CO5: Understand theories related to growth and maturation  CO6: Analyse the interplay between heredity and environment and identify disorders caused by heredity and environment

Unit Topics Hours I Brain and Central nervous system: development, structure of brain, functions 10 of brain

II Genetic foundations-, patterns of genetic inheritance, birth defects and 12 chromosomal abnormalities – Downs syndrome, foetal screening and genetic counselling,

Influences of Heredity and environment interplay

III Prenatal development and care, prenatal environmental influences, child birth 10 and types of child birth, birth complication, Technological Advances in Prenatal Monitoring and Care. IV Maturation process in Humans 08 a) Physical maturation b) Cognition and language maturation c) social and emotional maturation

V Theories related to maturation and growth- 12

 Gessel’s theoryof physical development  Jean Piaget- theory of cognitive development  Vygotsky- sociocultural perspective  Kohlberg’s theory – moral development theory

HUMAN GROWTH AND DEVELOPMENT- Practical

Code: CC-01 Total Marks: 50 Total No. of Hours: 26 ESE : 35 Hours per Week : 2 CIA: 15

Sl no. Experiments 1. Conduct an Interview/case study on women-pregnant, Lactating 2. Visit to gynecology department in a Hospital 3. Prepare a poster on course related topic 4. Preparation of Review Article

References:

1. Baron,R.A. Psychology.(1995). 3rd edition. Delhi: Prentice Hall. 2. Berk E. Laura (2007), Child Development, seventh edition, Prentice Hall India Publications, New Delhi. 3. Craig, G. (1999); Human Development, N.J.; Prentice Hall. 4. Feldman Robert S (2013), Development Across the Life Span, 7th edition, United States, Pearson Education 5. Hurlock Elizabeth B. (2001), Child Development, 6thEdition, New Delhi, Mcgraw Hill Education. 6. Marin-Padilla Miguel (2011) The Human Brain: Prenatal Development and Structure, USA, Springer publication. 7. Munn, N.L., Fernald,L.D., &Fernald,P.S.( 1997 ) Introduction to Psychology. Delhi: Houghton Mifflin. 8. Papalia,D.E. (2004). Human Development. 9thEdition, New Delhi: Tata McGraw Hill. 9. Rice F. Philip (2001), Human development, 4thedition , prentice hall publication, New Jersey Santrock, J.W., (2006), Child Development, Tata Mc.Graw Hill Publishing Company, New Delhi 10. Sigelman Carol K, Elizabeth A. Rider (2014), Life-Span Human Development, 8th edition, Cengage Advantage Books. 11. Sweeney Michael S. (2009), Brain: The Complete Mind, US, National Geographic Publishers. THEORETICAL PERSPECTIVES IN HUMAN DEVELOPMENT

Code: CC02 Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(Tu) Hours per Week : 4:2:0 CIA: 30(T)+15(Tu) Objectives

 To understand the perspective and approaches to personality  To learn the theories related to learning process  To study the current trends in human development theory  To comprehend theories of human development related to the Indian context

Course Outcomes: At the end of the course, student will be able to:

 CO1: demonstrate an understanding of the theories of personality in human development  CO2: understand ethological, attachment and ecological theory of human development  CO3: analyse new trends in human development theory  CO4: gain a perspective on learning theories  CO5: comprehend theories of personality in the Indian context

Unit Topics Hours I Introduction to different perspectives and approaches of personality 10  Psychoanalytic theory of Sigmund Freud  Psychosocial theory of Erick H Erickson

II  Ethological theories – Darwin, Lorenz and Tinbergen 10  Bronfen Brenner Ecological theory  Gardner’s Multiple intelligence

III New trends in Human development Theory 12  Abraham Maslow & Carl R. Rogers  Carl Jung  Emotional intelligence  Jerome Brunner

IV Advances in Learning theories 10  Pavlovs- classical conditioning  B.F. Skinner- Operant Conditioning  Bandura- Observation learning V 10 Aurobindo’s personality theory Vivekananda’s theory on personality Buddha’s philosophy

References: 1. Feist Jess and Gregory Feist (2013), Theories of Personality 7E (English) 7th Edition, McGraw Hill Education (India) Private Limited, New Delhi. 2. Crandell Thomas L, et al. (2013), Human Development – ninth edition, Tata McGraw Hill Education 3. Freud Sigmund (2015), A General Introduction to Psychoanalysis- a classic reprint series, Forgotten books, 4. Feist Jess , Gregory Feist (2013), Theories of Personality, 7th edition, New Delhi, McGraw-Hill Education 5. Green Michael G. Theories Of Human Development: A Comparative Approach, 2Nd Edition, pearson publication. 6. NewmanBarbara M. and Philip R. Newman (2007), Theories of Human Development, UK, Psychology Press 7. CrowneDouglas P (2009), Personality Theory, USA, Oxford University Press. 8. Freud Sigmund (2001), Complete Psychological Works Of Sigmund Freud, The Vol 23, New Delhi, Vintage Classics- Penguin 9. Jones N. Blurton (1974), Ethological Studies of Child Behaviour, USA, Cambridge University Press

INFANT DEVELOPMENT & STIMULATION

Code: CC-03 Total Marks: 150 Total No. of Hours: 39 ESE : 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P)

Objectives

 To understand infant development and behaviour  To study the early intervention process  To learn about the developmental assessments for infants.  To conduct intervention and stimulation programmes/activities

Course Outcomes: At the end of the course, student will be able to:

 CO1: Utilize knowledge of variables that influence development throughout the life span and apply this knowledge to become more effective parents, professionals, and citizens of the global community.  CO2: Relate the scientific knowledge of infant development including the biological, emotional, cognitive, language and psychosocial aspects  CO3: Develop and conduct stimulation activities for infants to promote development  CO4: Understand the importance of early interaction in infancy  CO5: Understand the need for infant development and methods of assessment

Unit Topics Hours

I Infant Development and Behaviour- Characteristics of the new born, 5 Development during infancy; sensory capacities and reflexes, adaptation strategies to cultural setting and practices; factors influencing growth and development; ‘at risk’ conditions ;Early experience and development consequences II Early Interaction: A beginning in Attachment formation, Course of 10 attachment, Theories of attachment – Ainsworth, Bowlby, Dyadic verses Multi-caring, Role of Father in formation of attachment, Interaction as a cultural process III Domains of Development– developmental patterns, environmental, interactional, and cultural perspective, variations in development 8

IV Developmental Assessment – Need and reasons for infants assessment, methodological issues related to infant assessment – 6 Apgar Scale and Brazelton Scale, Ethical issues and concerns related to infant assessment

V Intervention and stimulation programmes/activities – The need and 10 rationale for intervention and stimulation programmes/ activities, The process involved in planning and implementing intervention programmes with specific reference to the Indian setting, Traditional methods, games, songs of infant care and stimulation, Issues and concerns related to intervention programs, Multisensory stimulation Programme

INFANT DEVELOPMENT & STIMULATION- Practical

Code: CC03 Total Marks: 50 Total No. of Hours: 52 Practical ESE: 35 marks Hours per Week : 4 CIA: 15

1 Collecting information and compiling data regarding birth related and ceremonies in different communities 2 Indian practices during pregnancy 3 Care and adjustment (physical, emotional, psychological) during post partum period 4 Perception (checklist) and practices (content analysis) of different cultures on infant care and development 6 assessment of infants:  APGAR Scores  Portage  Brazelton’s neonatal assessment scale  Bailey’s scale of Infant development. 7 Develop and conduct stimulation activities for infants to promote the following areas of development: Physical, language, Motor, Social, and Cognitive& emotional. 8 Case study to map the developmental profile of an infant.

References

1. American Academy of Pediatrics(2009), Caring for Your Baby and Young Child, 5th Edition: Birth to Age 5,Publisher: Bantam; 2. Berk E. Laura (2007), Child Development, seventh edition, Prentice Hall India Publications, New Delhi. 3. PlooijFrans X. et al.,[2013], The Wonder Weeks: How to Stimulate Your Baby's Mental Development and Help Him Turn His 10 Predictable, Great, Fussy Phases into Magical Leaps Kiddy World Promotions B.V. 4. Horst Frank C. P. van der, Jerome Kagan, (2011), John Bowlby - From Psychoanalysis to Ethology: Unravelling the Roots of Attachment Theory, Wiley publishers 5. MercerJean(1998), Infant Development: A Multidisciplinary Introduction, California, Wadsworth Publishing Co Inc 6. Singh Ripudaman (2011), Rearing a Child, Germany, VDM Verlag 7. Black Maureen M, Maurine M Black , Kathleen Matula (1999), Essentials of Bayley Scales of Infant Development II Assessment, John Wiley & Sons. 8. WylyVirginia M , M Virginia Wyly , Wendell E Jeffrey (1997), Infant Assessment, Westview Press 9. Cadwell K. (2005), Maternal And Infant Assessment For Breastfeeding And Human Lactation: A Guide For The Practitioner, Jones And Bartlett Publishers 10. WalaaMahfouz (2015), Systematic Review: Effect of Sensory Stimulation in High Risk Infants, LAP Lambert Academic Publishing.

CURRICULUM PLANNING AND PARTICIPATION FOR EARLY CHILDHOOD EDUCATION

Code: CC04 Total Marks: 150 Total No. of Hours: 39 ESE : 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P) Objectives

 To understand the approaches and trends in ECE  To learn the process of program planning and curriculum development  To study the early childhood learning environment

Course Outcomes: At the end of the course, student will be able to:

 CO1: Design, implement and evaluate play-based early learning curriculum and programs that support children’s holistic development and are responsive to individual children’s and groups of children’s observed abilities, interests and ideas.  CO2: Assess, develop and maintain safe, healthy and quality early learning environments which meet the age requirements of children  CO3: Understand approaches to Early childhood education  CO4: Manage curriculum for early childhood years  CO5: Design developmentally appropriate and culturally diverse learning materials for children

Unit Topics Hours I Significance of Early Years, Rationale for ECE, Objectives of ECE, 6 Principles, Implications for practice, Changing Trends

II Approaches in ECE – Play way method, Froebel, Montessori, Rosseau, 12 John Dewey, Waldorf, Headstart, Reggio Emillio, TeWhariki approach of New Zealand, Multiple Intelligence approach, Indian perspectives in ECE

Teaching learning methods in ECE  child-centred  teacher centred  community-centred

III Curriculum Development – Definition, Objectives, Importance, Key 6 concepts, , Process, Principles for Curriculum, Factors affecting Curriculum planning

IV Curriculum and Program Planning for Early Years 10  Language and Literacy  Numeracy Skills  Science  Environmental Awareness  Aesthetics, Creative Expression and Appreciation of the Arts  Art and Craft  Music, Movement and Drama

Program Planning – Concept, Importance, Process Planning for learning experiences – yearly, monthly, weekly and daily plans, including lesson plans and thematic plans

V Resources and the Early Years Learning Environment 7 1. Design and selection of developmentally appropriate and culturally diverse learning materials 2. Design and deployment of environmentally friendly resources, including re-cycled materials 3. Use of e-resources (internet, video, CD-Rom, VCD, etc.) 4. Preparation through creative media and other materials for classroom displays

CURRICULUM PLANNING AND PARTICIPATION FOR EARLY CHILDHOOD EDUCATION - Practical

Code: CC04 Total Marks: 50 Total No. of Hours: 52 Practical ESE: 35 marks Hours per Week : 4 CIA: 15 S.No Experiments 1. Visits to various centers catering to the preschool stage –day care center/crèche, Montessori, Balwadi/ Anganwadi, Play Homes 2. Preparing Teaching Material Kit-Story and their Techniques, Types of Puppets and Mobiles 3. Theme Based Programme Planning and Executing in Laboratory Nursery School

References:

1. Catron Carol E., Jan Allen (1998), Early Childhood Curriculum: A Creative Play, Publisher: Pearson, 2. Russell B. (2006), On Education Especially In Early Childhood, Cosmo Publication 3. TyleRalph (2013), Basic Principles of Curriculum and Instruction, University of Chicago Press, US 4. Devries, R. Kohlberg, L. (1987): Programs of early education, New York: Longman. 5. Gelman, R. Gallistel, C.R. (1986): The Child’s understanding of numbers, Cambridge: HardvardUniversity press. 6. Krishna Kumar (1986): The child’s language and the teacher, New Delhi: UNICEF. 7. Liebeck, Panmala (1990), How children learn mathematics, London: Penguin. 8. Tyle Ralph [2013], Basic Principles of Curriculum and Instruction, US, University of Chicago Press, 9. Aggarwal J C , S Gupta (2007), Early Childhood Care And Education: Principles & Practices, ND, Shipra Publications 10. Essa E. (2003). A Practical Guide to Solving Pre-school Problems. Thomson Learning Asia Pvt. Ltd. Singapore. 11. Gordon A. (2006) Beginning Essentials in Early Childhood Education. Thomson Learning Asia Pvt. Ltd. Singapore. 12. Gupta Sen M (2009),Early Childhood Care And Education, New Delhi, Phi Learning Pvt. Ltd 13. Krishnammacharyulu V. (2006). Classroom Dynamics, Hyderabad, Neelkamal

PSYCHOMETRICS-1 Code: AC-02 Total Marks: 50 Total No. of Hours: 26 ESE : 35 marks Hours per Week : 2:0:0 CIA: 15

Objectives  To study the nature and scope of psychological testing  To understand different types of psychological tests  To learn the test construction process

Course Outcomes: At the end of the course, student will be able to:

CO1: Comprehend nature of psychological tests and its different types

CO2: Understand measurement of personality and intelligence

CO3: Get an insight on observational approaches to personality assessment

CO4: Conduct Vocational and values assessments, and aptitude tests

CO5: Comprehend the social, ethical and legal issues involved in development of psychological test and test administration

Unit Topics Hours I Concept of psychometrics, needs of psychometrics, Nature of 4 Psychological test, functions of psychological test, Individual and group tests II Social, ethical and legal issues in testing, Test administration, 10 Test construction, types of measurement and basic statistical concepts

III Personality tests: self-report questionnaires and projective 8 techniques.

IV Intelligence tests, achievement and aptitude tests 4

References

 Anastasi Anne, Urbina Susana, (2009) Psyschological Testing, 7th Edition, Phi Learning  ToplisJohn,VictorDulewicz,Clive Fletcher, (2005) Psychological Testing, Jaico Publishing House  Vyas Kirit B., (2012), Psychological Testing and Assessments, APH Publishing Corporations

Certificate course

BASICS OF HUMAN DEVELOPMENT

Code: Total Marks: 150 Total No. of Hours: 39 ESE : 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P) Objectives:  To introduce the student to the field of human development - concepts, scope, dimensions and the interrelationship between the domains.  To become acquainted with developmental stages from birth to Late adulthood  To develop awareness of important aspects of development during the whole life span.

Course Outcomes: At the end of the course, student will be able to:

 CO1: Gain an overview about the field of human development  CO2: Assimilate the domains of development and their interrelationships  CO3: Understand the process and principles underlying growth and development  CO4: Gain competence over the developmental tasks form birth to late childhood CO5: Demonstrate knowledge and understanding of important processes, periods and issues in development at each stage of life cycle.

Unit Topics Hours I Introduction to Human Development 8 Definition, need and scope of Human Development; Human Development as a multidisciplinary science; Principles of growth and development, Constraints and facilitators in growth and development (nature and nurture); Individual differences in human development, stages of human development. II Pre natal and perinatal development 8 Prenatal development; Types of birth, Prenatal &Postnatal environmental influences Period of neonate (0 to 2 weeks) Definition, Characteristics, reflexes; growth & development , adjustment , care of the newborn& the mother. III Infancy (2 weeks to 2 years) and Early Childhood (2 to 6 years) 8 Definition, Characteristics, growth and development, milestones, Developmental tasks, areas of development- physical, social, sensory, cognitive, language and emotional development. IV Late Childhood (6 to 12 years) and Adolescence 8 Definition, Characteristics, Developmental Tasks, Overview of physical- motor, cognitive- language, socio- emotional, personality and moral development, Interests of school children, School & Peer group –its significance and influence. puberty, Identity formation, body image, positive and negative outcomes (role confusion, ego-identity) during adolescence V Adulthood 7 Definition, Characteristics, milestones and Developmental tasks. Areas of development- physical-motor, cognitive- language, socio- emotional, personality and moral development , roles , responsibilities and adjustment: family, work place, parenthood, independence, financial matters

BASICS OF HUMAN DEVELOPMENT

- Practical

Code: Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(P) Hours per Week :3 :0:4 CIA: 30(T)+15(P)

No Content 1. Preparation of a handbook on Developmental Milestones throughout Lifespan 2. Design and develop a questionnaire for any one of the following:  Comparative study on play interest among pre-school boys and girls.  Study of peer group influences and its impact on personality. Study of adolescent perception on body image/ role confusion/ identity crisis/problems/ interests 3. Case study approach: Observation and presentation of case study of an individual (child / adolescent) 4. Take anthropometric measurement of preschool children and report the same

References 1. Berk, L.C. (2008). Child Development, New Delhi: Prentice Hall of India (Pvt) Ltd. 2. Craig, G. (1999); Human Development, N.J.; Prentice Hall. 3. Feldman Robert S (2013), Development Across the Life Span, 7th edition, United States, Pearson Education 4. Hurlock Elizabeth B. (2001), Child Development, 6thEdition, New Delhi, Mcgraw Hill Education. 5. Santrock, J.W., (2006), Child Development, Tata Mc.Graw Hill Publishing Company, NewDelhi 6. SigelmanCarol K. , Elizabeth A. Rider (2014)Life-Span Human Development, 8th edition, Cengage Advantage Books. 7. Cole, M. & Cole, S. (1995); The Development of Children, NY Freeman & Co. 8. Newman Barbara M , Laura Landry Meyer , Brenda J Lohman (2002), Life- Span Development: A Case Book, New Delhi, Wadsworth Publishing 9. SantrockJohn W. (2012), Life-Span Development- 14th edition, McGraw-Hill

II

SEMESTER

PARENTING

Code: CC-06 Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(Tu) Hours per Week : 4:2:0 CIA: 30(T)+15(Tu)

Objectives

 To understand the changing concept of parenthood  To learn the theories related to parenting  To study the nature of parenting in different cultural settings  To comprehend the changing nature of parenting across the lifespan

Course Outcomes: At the end of the course, student will be able to:

 CO1: Demonstrate an understanding of parenting styles and changing concepts of parenthood  CO2: Understand the factors influencing the quality of nurturing that young children  CO3: Analyse individual parenting roles and parenting across life span  CO4: Assess parenting in diverse cultures and alternatives to child care and biological parenting  CO5: Develop and implement parent education program

UNIT Topics Hours

I  Parenthood: Meaning and different theoretical views 06  Parenting Styles  Tasks of Parenting and being a competent parent  Changing Concept of parenthood and childhood II Individual parenting roles : 06  Determinants of parenting behavior  Characteristics of the parenting roles 1. The mothering role 2. The fathering role: involvement of fathers in child development III Changing Nature of parenting- parenting infants and preschoolers, 10 parenting school age children and adolescents Changing Nature of parenting – helicopter parenting, modern parenting, - Grand parenting IV Parenting in diverse cultures; parenting in single parent families and 12 step families; Parenting in Families with Diverse Lifestyles; Parenting in High Risk Families; Parenting children with children with special needs; Alternatives to Biological Parenting; Alternatives for Child Care V Parent education and support: 08 Techniques of parent education:  Informal meeting , group and individual meetings  Parent and toy library  Parents corner and workshop/ demonstration centres  Open house  Written and printed material  Content development in training programs.  Importance of PTA VI Parent education program 10  Child rearing and disciplinary techniques, socialization and parental beliefs in various socio- cultural settings  Importance of nutrition, hygiene, health and play for child  Family planning: importance and methods  Role of professionals  Parents as family workers  self growth& development for parents

References 1. Blanton Brad, (2005), Radical Parenting; Seven Steps to a Functional Family in a Dysfunctional World, Magna Publishing Co. Ltd. 2. Durand V Mark , Meme Hieneman (2008), Helping Parents with Challenging Children, Parent Workbook: Positive Family Intervention, USA , Oxford University Press. 3. Gopal Kalyani, [2013], Foster Parenting Step-by-Step: How to Nurture the Traumatized Child and Overcome Conflict, Jessica Kingsley Publication. 4. Gupta Sangeeta, [2008], The Joy of Parenting: a comprehensive parenting guide covering infancy to adolescence, PustakMahal, New delhi 5. Johnson Elle Olivia , [2012], The Parent's Guide to In-Home ABA Programs, Jessica Kingsley Publishers. 6. Rajaratnam Aarti C., BrindaJayaraman (2013), Parenting : Innocence to Innersense, Notion Press 7. Greenberg Daniel (2013), Child Rearing, New Delhi, Banyan Tree 8. AurbachStevanne (2011), Child Care: A Comprehensive Guide, Volume 1, I Universe 9. LichtmanLouis J (2011), A Practical Guide for Raising a Self-Directed and Caring Child: An Alternative to the Tiger Mother Parenting Style, iUniverse. 10. Keck Gregory C(2009), Parenting Adopted Adolescents: Understanding and Appreciating Their Journeys, NavPress Publishing Group

CHILDREN WIH SPECIAL NEEDS AND INCLUSIVE EDUCATION

Code: Total Marks: 150 Total No. of Hours: 39 ESE : 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P)

Objectives

 To understand children with special needs  To learn the identification and assessment of special children  To study the remedial intervention programs for differently abled children  To know the governmental provisions made for special children  To comprehend emerging trends in inclusive education

Course outcomes: at the end of the course the student will be able to:

 CO1: Understand the concept, causes, needs of special children and the programs and policies for special children  CO2: Gain knowledge on physically, mentally, educationally, developmentally sensory challenged children  CO3: Gain competence in making IEP and providing intervention programs to children with special needs  CO4: Apply the knowledge learnt in identifying and assessing the children with special needs  CO5: Analyse the importance of inclusive education for special children

UNIT Topics Hours I Introduction to children with special needs – Meaning, causes, needs, 4 various terminologies related to children with special needs, Multi disciplinary view of children with special needs

II Classification-Developmentally challenged children, mentally 12 challenged, physically challenged, sensory challenged, educationally challenged children, Gifted children III Identification and assessment of children with special needs, 7 Assessment- Psychological, Socio-Emotional, Art and Daily living skills.

IV Remedial intervention and rehabilitation programmes for different 6 types of challenges- mental, sensory, social, emotional, Intellectual, Language, physical and learning.

V Empowering children through the gamut of programs and policies, 5 Government provisions, Concessions, Facilities and Legislations, Special programmes for the gifted

VI Emerging trends in Special and Inclusive Education 5  Concepts and principles of inclusion.  Inclusive Education a rights based model  Community linkages and partnership of inclusion  Role of special schools and special teachers/educators in facilitating inclusive education

CHILDREN WITH SPECIAL NEEDS AND INCLUSIVE EDUCATION - Practical

Code: CC08 Total Marks: 50 Total No. of Hours: 52 Practical ESE: 35 marks Hours per Week : 4 CIA: 15

SL NO Experiments 1. Visit to institutions that cater to the needs of children with special needs and present it 2. Planning and implementation of intervention program for children with developmental delay/language delay/social and cognitive delay. 3. A report on prevalence of children with disability in the mainstream schools 4. Preparation of case study on a special needs child

References

1. Choudhury, [2014], Behavioral Problems In Children & Adolescents, Jaypee publishers 2. Durand V Mark, Meme Hieneman (2008), Helping Parents with Challenging Children, Parent Workbook: Positive Family Intervention, USA , Oxford University Press. 3. Hunt Nancy (2012), Exceptional Children and Youth, US, Wadsworth Publishing 4. Inchulkar Shilpa and Reeta venugopal, (2013), Effect of Training on Psychomotor Components in Challenged Children, Germany, LAP Lambert Academic Publishing 5. Jena S. P. K. , [2013], Learning Disability : Theory to Practice, SAGE India, New Delhi 6. Johnson Elle Olivia [2012], The Parent's Guide to In-Home ABA Programs, Jessica Kingsley Publishers. 7. MeenaKumari [2009],Education for the Children with Special Needs, Anmol Publications Pvt.Ltd. 8. Mohammad Shazia, M Mudasir Naqshbandi, Wakar Amin (2012), Intellectually Challenged Children and Their Families, Germany, LAP Lambert Academic Publishing 9. Rao D B and Jampala Madhubala (2004), Methods of Teaching Exceptional Children, New Delhi, Discovery Publishing House Pvt. Ltd 10. Susan Victoria, [2012], Autism Spectrum Disorders, Atlantic Publisher 11. William L. Heward,William Howard, [1999], Exceptional Children - An Introduction to Special Education, 6th Edition, Prentice Hall- Gale ADOLESCENCE

Code: Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(P) Hours per Week : 4:2:0 CIA: 30(T)+15(P)

Objectives

 To study the needs and challenges of adolescents  To understand the process of guidance and counseling for adolescents  To learn the current research trends in adolescent development  To gain knowledge of policies and programs for adolescents

Course Outcomes: At the end of the course, student will be able to:

 CO1: Understand the biological, cognitive, and social changes that occur during adolescence  CO2: Analyse the theoretical and empirical literature on adolescent development  CO3: Gain knowledge on the multiple levels of contextual and interactive influences on adolescent development (e.g., family, peer, school, community, culture)  CO4: Articulate how typical changes occurring during adolescence are implicated in problems that can occur during adolescence (e.g., substance abuse, eating disorders, suicide, etc.).  CO5: Critically evaluate policies and Welfare Programme for Adolescents and youth in India

UNIT Topics Hours I Theories related to adolescent development - G. Stanley Hall, Anna 8 Freud, James Marcia, Kagan and Margaret Mead;

II Physiological changes, needs and challenges – Transition from 12 childhood to adulthood- Puberty and its consequences; Physical changes, Gender Differences – Sexuality, sexual needs and sex education, body image and its impact. III Psychological changes – identity formation, emotions and behavior 10 problems, Sociological changes- peer and family relationships IV Educational and Vocational - Challenges and problems in the Indian 4 context V Adolescent Guidance And Counseling – Principles and strategies for 10 guidance and counseling, developing a personal /Eclectic approach, Parents and Family Involvement etc.

VI Policies and Welfare Programme for Adolescents and youth in India 8 Current research trends in adolescent development. Media influence on adolescent development

ADOLESCENCE (Practical)

Code: Total Marks: 150 Total No. of Hours: 26 ESE : 35(P) Hours per Week : 4:2:0 CIA: 15(P) UNIT Topics 3. Plan and conduct a workshop to address issues and challenges related to adolescents 4. Write a review article on topics related to adolescents growth and development 5. Conduct a street play/Panel discussion to address psychosocial needs of adolescents

References:

1. Choudhury Jaydeep [2014], Behavioral Problems In Children & Adolescents, Publisher: Jaypee, New Delhi. 2. Mehta Manju, [2000], Adolescent Psychology, Published by Pointer Publishers. 3. Santrock John [2006], Adolescence,11th edition, Tata McGraw-Hill publication, New York. 4. David and David (2013)The Problem of Vocational Education, Hardpress Publishing 5. Olson Ginny (2006), Teenage Girls: Exploring Issues Adolescent Girls Face and Strategies to Help Them, Zondervan Publishing Company 6. Simiyu Violet (2014), Sexual Reproductive Health Challenges Facing Adolescent Girls, LAP Lambert Academic Publishing 7. Steinberg Laurence D (2013), Adolescence, New York, McGraw-Hill Education 8. Dostoyevsky Fyodor , Richard Pevear (2004), The Adolescent, Vintage Books

GERONTOLOGY

Code: CC07 Total Marks: 150 Total No. of Hours: 39 ESE : 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P) Objectives  To understand the theoretical perspectives of aging  To study the process of aging  To learn the adjustment patterns and changing lifestyles to aging

Course Outcomes: At the end of the course, student will be able to:

 CO1: Explain the key concepts associated with the study of aging and gerontology  CO2: Apply theoretical perspectives to analyze current topics associated with the study of aging and gerontology.  CO3: Describe the physical, social, familial, and community support networks for aging individuals  CO4: Explain end-of-life issues and decisions, as well as the topics of bereavement, grief, and mourning.  CO5: Understand impact of aging on Biological/Physiological aspects; Psychological, Economic, Social and Spiritual aspects

Unit Topics Hours

I Gerontology – Emergence and scope of gerontology; 4 Concept of aging, Demographic profile of the aged in Indian Context

II Theoretical Perspectives of Aging – Biological theories – 10 wear and tear theory, free radical theory, cellular reproduction theory Disengagement theory, activity theory, Human Development theory, Continuity theory, Age Stratification theory, Labeling theory, Clinker’s theory III Process of aging: Physical, Social, medical, psychological, 10 occupational changes, Impact of aging on Biological/Physiological aspects; Psychological, Economic, Social and Spiritual aspects. IV Adjustment Patterns and changing life style in old age – 10 Family pattern, Changing roles and the aging family- conjugal, Husband-wife relations, sexual adjustment; marital adjustment; Intergenerational family relations-Grand parenthood, Singlehood, life styles, factors influencing quality of life. V Work, Leisure retirement and bereavement – Work- 5 meaning of work, individual motivation; Leisure; Retirement – benefits, Attitude towards retirement, bereavement, issues related to death.

GERONTOLOGY- Practical

Code: CC07 Total Marks: 50 Total No. of Hours: 52 Practical ESE: 35 marks Hours per Week : 4 CIA: 15

SL No Experiment 1. Visit to and report of old age centres / homes 2. Assessing the problems of elderly person 3. Preparation of questionnaire/Interview schedule to study welfare programmes of the aged 4. Prepare case study on any two inmates. 5. Term papers, presentations, debates on issues and perspectives related to different aspects of the senior citizen’s life.

References 1. HooymanKiyak, (1999), Social Gerontology - A Multidisciplinary Perspective (English) 5th Edition, Allyn& Bacon. 2. Ramamurti P.V. et al (2004), Handbook of Indian Gerontology (English) 01 Edition, Serial Publication 3. SanwalKrishnanand (2008), Fundamentals of Gerontology (English) 01 Edition, Akansha Publishing House 4. DanneferDale, Chris Phillipson (2010),The SAGE Handbook of Social Gerontology, SAGE Publications Ltd 5. PaltasinghTattwamasi (2015), Caring for the Elderly: Social Gerontology in the Indian Context, SAGE India. 6. Bhai Thara L, (2002),Ageing: Indian Perspective,1st edition, D.K. Print World Ltd 7. Ekeanyanwu Chukwuma (2011), The Theories of Aging, LAP Lambert Academic Publishing 8. MohapatraTanuja (2011), Problems of Elderly in FamiliesProblems: Care & Support, Abuse & Neglect of Elderly in Families, LAP Lambert Academic Publishing

RESEARCH METHODOLOGY

Code: AC-03 Total Marks: 50 Total No. of Hours: 26 ESE : 35 marks Hours per Week : 2:0:0 CIA: 15 Objectives:

 To understand the methodology of research/ principles and techniques.  To develop skill in conducting research from planning to report writing.

Course Outcomes: At the end of the course, student will be able to:

 CO1: Gain competence in the different research methods used in social science  CO2: Understand the importance of research publications and intellectual property rights  CO3: Apply the knowledge learnt in analysing the data and writing scientific research papers

Unit Topics Hours I Introduction to Research 4 Meaning, definition, objectives and characteristics of research. Types of research- basic research (fundamental research), applied research, action research, descriptive research, analytical research, evaluation research, historical research, exploratory research, industrial research, development research.

II Research Process 6 Research design, important experimental designs, sample design. Census and sample method; theoretical basis for sampling, methods of sampling, size of sample, merits and limitations of sampling, sampling and non sampling errors, reliability of sampling. Data and methods of data collection; types of data- primary and secondary data. Primary data collection methods- direct personal investigation, direct oral investigation schedules and questionnaires, interviews and type of interviews. Pre-testing and pilot study.

III Measurement and scaling technique 4 Measurement in research; measurement scales- nominal scale, ordinal scale, interval scale, and ratio scale. Sources of error in measurement. Scaling- meaning, classification basis, important scaling techniques- rating scale, ranking scale, arbitrary scale, summated scale IV Intellectual Property Rights 4 Patenting - definition of patent. Patenting and fundamental research. Product and process patents, Patent infringement, Copyright infringement and Trademarks. V Scientific writing 6 Research resources: reviews, abstracts, books, journal and magazine articles- Exploration and communication; Resources: online and print; Review of latest literature (peer reviewed). Logical format for writing thesis and papers. Essential features of abstract, introduction, review of literature, materials and methods, and discussion. Reference styles. Understanding Plagiarism: definition, unintentional plagiarism and consequences; Collaborative work.

VI Data analysis using Excel: 4 Analysis of quantitative data and effective presentation with tables, graphs etc., Use of Excel for Formulae Function, Charts and Graphs, Table formula, t-test, Anova and Correlation.

PSYCHOMETRICS-2

Code: AC-02 Total Marks: 50 Total No. of Hours: 26 Practical ESE: 35 marks Hours per Week : 0:0:2 CIA: 15

SL No Experiment 1. Administration and Interpretation of psychological tests a. 16PF b. Emotional Intelligence test c. Social intelligence test d. Mental health assessment e. Self concept inventory

2. DASII –Demonstration and Report writing

III Semester

MENTAL HEALTH

Code: Total Marks: 150 Total No. of Hours: 39 hours ESE : 70(T) +35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P) Objectives:

 To understand the importance of mental health at different stages in life  To develop skills for promoting mental health across the life span.  To identify mental health issues in the community and sensitizing its members  To develop skills of organising school mental health programme.

Course Outcomes: At the end of the semester students will be able to

 CO1: Know the significance of mental wellbeing in different stages of life span  CO2: Understand the importance of mental health intervention in early years.  CO3: Recognize the mental health needs in early childhood years.  CO4: Identify the school mental health problems and address.  CO5: Understand the adolescence mental health programs.  CO6: Able to sensitize community on mental health issues.

UNIT Topics Hours

I Mental Health – Definition, Concept and Importance of holistic health, 10 well-being and happiness; National Mental Health policy of India; Needs and Programmes for community mental health. Infancy – Implication of attachment and bonding for mental health; Deprivation syndrome; Malnutrition and its effect on growth and behaviour; Intervention with families, and Professionals from allied fields. II Mental health needs and Behaviour Difficulties Manifested at Early 08 Childhood Years – Safety, Security, Relationships, Autonomy and Self concept, Nutrition and Health; Feeding problems, Aggression, Withdrawal and Problems related to early schooling and formal living. III Mental health needs, Problems related to school, Maladjustment at home and school – recognition, appreciation, friendships and industry, 6 discipline, truancy, fears and phobias. Providing guidance / Intervention work with children, parents, teachers, peers and school administration. School mental health programmes, Improving school climate, IV Adolescence and mental health programme; Mental health needs of 5 adolescent, Orientation programmes for teachers on developmental behaviour problems in the classroom. V Adulthood – Mental health problems in the community – Life events 10 that cause stress, substance abuse and addiction, violence and sexual abuse, marital adjustments and career adjustment; Management of stress – counseling, training in relaxation, yoga, meditation.

MENTAL HEALTH- Practical

Code: Total Marks: 50 Total No. of Hours: 52 Practical ESE : 35 Hours per Week : 4 CIA: 15

SL No Experiments

1 Visits to school/ institutions that caters to the mental health needs of individual 2 Sensitizing the community to health problems. 3 Prepare case study 4 Preparation of a review article References:

1. Fontaine Karen Lee (2008), Mental Health Nursing 5th Edition, Pearson India publication. 2. Gururani G. D (2006), Textbook of Mental health and Hygiene, Akanksha Publishing. 3. Ramesh chadurvethi, R. (2006). Guidance and counselling techniques. Chennai: SBA Book Publishers. 4. Shreevani R. (2011), A Guide to Mental Health and Psychiatric Nursing 3rd Edition, Jaypee Brothers. 5. Sidana Ajeet, et al., (2012), Community Mental Health in India, Jay Pee publishing. 6. NayarUsha S (2012), Child and Adolescent Mental Health, New Delhi, SAGE India 7. Hazen Eric P , Mark A Goldstein , Myrna Chandler Goldstein (2010), Mental Health Disorders in Adolescents: A Guide for Parents, Teachers, and Professionals, Rutgers University Press 8. Nair Mkc (2016), Adolescent Counseling, Jaypee Brothers Medical Publishers Pvt. Ltd. 9. Martin Michael,CynthiaWaltman Greenwood (1995), Solve Your Child's School- Related Problems, Perennial publishers 10. Campbel Susan B. (2002), Behavior Problems in Preschool Children: Clinical and Developmental Issues, 2 edition, Guilford Press; CURRICULUM PLANNING AND SUPERVISION FOR EARLY CHILDHOOD EDUCATION

Code: CC04 Total Marks: 150 Total No. of Hours: 39 ESE : 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P) Objectives

 To understand the elements of ECE  To learn the techniques involved in class room management  To study the early childhood learning environment  To understand the roles and responsibilities of personnel in the ECE setting

Course Outcomes: At the end of the course, student will be able to:

 CO1: Get quipped in assessing children’s development and learning  CO2: Comprehend the significance of learning environment to promote holistic development in children  CO3: Gain competence in administration and maintenance of an early childhood education centre  CO4: Apply the knowledge learnt in monitoring and supervising early childhood educational activities

Unit Topics Hours I The Early Years Learning Environment- 6 Setting up appropriate learning centres to promote holistic development

II Elements of ECE: 12

The child, teacher knowledge, teacher’s role, Provision – Time, Space, Materials; Classroom Management  Effective communication with children and parents  Strategies for effective teaching  Management and guidance of children’s behaviour  Provision of assistance to children with special needs  Planning for formal school readiness III Assessing Children’s Development and Learning – why assess 8 children’s work - what to assess, when and how to assess

Screening, Assessment, Evaluation and Referral services- terminologies, roles and responsibilities of early educators Addressing Concerns Related to Early Learning

IV Administration and maintenance: 6 Meaning, roles and responsibilities and skills of administrator. Administrative setup, infrastructure, records and registers- need and significance, types and maintenance, job profiles of personnel, Role and functions of organisations. Leadership – concepts and types.

V Monitoring and Supervision: Definition, Importance, Process, 7

Role of Supervisors Partnership with parents and community

CURRICULUM PLANNING AND SUPERVISION FOR EARLY CHILDHOOD EDUCATION

- Practical

Code: Total Marks: 50 Total No. of Hours: 52 Practical ESE: 35 marks Hours per Week : 4 CIA: 15 S.No Experiments 1. Preparing Teaching Material Kit- Art and Craft Portfolio, Song Booklet and Low Cost Musical Instrument, Readiness-Game and Materials 2. Supervision of Theme Based Programme Execution and Report writing 3. Make a Booklet or ready reckoner for establishing ECE centre

References:

1. Catron Carol E. Jan Allen (1998), Early Childhood Curriculum: A Creative Play, Publisher: Pearson, 2. Russell B. (2006), On Education Especially In Early Childhood, Cosmo Publication 3. Tyle Ralph (2013), Basic Principles of Curriculum and Instruction, University of Chicago Press, US 4. Devries, R. Kohlberg, L. (1987): Programs of early education, New York: Longman. 5. Gelman, R. Gallistel, C.R. (1986): The Child’s understanding of numbers, Cambridge: HardvardUniversity press. 6. Krishna Kumar (1986): The child’s language and the teacher, New Delhi: UNICEF. 7. Liebeck, Panmala (1990), How children learn mathematics, London: Penguin. 8. TyleRalph (2013), Basic Principles of Curriculum and Instruction, US, University of Chicago Press, 9. Aggarwal J C , S Gupta (2007), Early Childhood Care And Education: Principles & Practices, ND, Shipra Publications 10. Essa E. (2003). A Practical Guide to Solving Pre-school Problems. Thomson Learning Asia Pvt. Ltd. Singapore. 11. Gordon A. (2006) Beginning Essentials in Early Childhood Education. Thomson Learning Asia Pvt. Ltd. Singapore. 12. Gupta Sen M (2009),Early Childhood Care And Education, New Delhi, Phi Learning Pvt. Ltd 13. Krishnammacharyulu V. (2006). Classroom Dynamics, Hyderabad, Neelkamal CRIME AND VIOLENCE

Code: Total Marks: 150 Total No. of Hours: 52 ESE: 70(T)+35(Tu) Hours per Week : 4:2:0 CIA:30(T)+15(Tu)

Objectives:

 To understand different types of crime and violence.  To strengthen families to overcome crime and violence  To understand cybercrime and its effects

Course Outcomes: At the end of the semester students will be able to

 CO1: Understand the concept of crime and violence.  CO2: Identify the different types of violence and their prevalence.  CO3: Recognize the common characteristics of criminal and different types of crime.  CO4: Comprehend violence throughout life span.  CO5: Analyse means to overcome violence  CO6: Identify the consequences and associated laws of cyber crime.

Units Contents Hours I Understanding Crime and Violence: Definition and causes / 8 determinants of crime and violence II Types of violence and prevalence - domestic violence, sexual violence, 12 violence against women and children, Youth Violence, Abuse of Elders and Disabled, political violence. III General characteristics of crime and criminals, Types of crimes, 12 Analyzing Crime Problems - habitual Offenders -impact of Criminogenic Commodities: use and abuse IV Role of family and society in overcoming violence – means of ways to 12 overcome (strengthening families, imparting values, counselling, creating healthy neighborhoods). The impact of violence and crime on children  Exploring the legal and emotional entanglements that trap victims of violence.  Overview of the laws relating to crime and Violence V Cyber crime,: meaning , types, and trends and associated laws 10 References:

1. Dostoyevsky Fyodor (2002).Crime and Punishment-3rd edition. Penguin Classics. 2. Frank E. Hagan (2008). Introduction to Criminology, 6th edition. Thousand Oaks, CA: Sage Publishing. 3. Hickman Tommie N (2010). From Violence to the Violin: Disturbing Information about Violence and Crime in Chicago. Publisher: America Star Books. 4. JohnsonWayne (2014). A History of Violence: An Encyclopedia of 1400 Chicago Mob Murders.1st edition. On Demand Publishing, LLC-Create Space 5. MooreMark H., Susan Estrich, Daniel McGillis, and William Spelman (1984), Dangerous Offenders: The Elusive Target of Justice.CambridgeHarvard University Press, Ch. 2: Dangerous Offenders, pp.23-62 6. Willbur Mike (2012) More Than Domestic Violence: The Insidious Story. Tate Publishing & Enterprises

FAMILY AND COMMUNITY DYNAMICS

Code: EC-02 Total Marks: 150 Total No. of Hours: 52 ESE : 70(T)+35(Tu) Hours per Week : 4:2:0 CIA: 30(T)+15(Tu)

Objectives:

 To Identify and understand the dynamics of developmental demands on the family.  To understand the conceptual foundations of family study.  To Apply basic research in the family life area.

Course Outcomes: At the end of the semester students will be able to

 CO1: Understand the components of family and marriage  CO2: Gain knowledge of the family relationship, family processes and family life cycles.  CO3: Understand how to manage family system, functions of family in India.  CO4: Recognize the different approaches to family study.  CO5: Understand the separation and the impact of education and employment of women outside the family.  CO6: Know the inert-relationship between social behaviour and culture.

UNIT Topics Hours I Marriage: meaning , Strengths and Needs, Dynamics and Diversity of 10 Families, Contemporary Gender Roles, Issues discussed before marriage, factors which contribute to a successful marriage. Changing concept of marriage and family Friendship, Love, and Commitment, Communication and Conflict Resolution, Singlehood, Pairing, and Co-Habitation, Understanding Sexuality, Pregnancy and Parenting II Family: Meaning, Types, Functions, Adjustments, Changing trends, 10 Family Life Cycle

III Management of Family Systems: Changing structural and functional 12 aspects of Indian family; Different approaches to family study- Biological,historical,sociological,Anthropological,Developmental,str uctural and functional approach, Marriage, Work, and Economics, demands of responsible parenting. Coping techniques for individuals dealing with crisis in the family.Family Violence and Sexual Abuse

IV Separation and Divorce, Remarriage, Single-Parent Families and 10 Stepfamilies - rural&Urban perspectives,modern society and its influence on the family,

V Marriage, Divorce laws and Inheritance laws in Indian perspective 10

References:

1. Augustine, J.N. (Ed.) (1982): The family in Transition, New Delhi: Vikas Publishing House. 2. Benokraitis Nijole V (2014), Marriages and Families, 8th edition, Pearson 3. Berg-Cross (2000), Basic Concepts in Family Therapy, Haworth Press. 4. Coleman, J.C. (1986): Intimate Relationships, Marriage and the Family, Chicago: Macmillan Publishing Co 5. Dole Dawn Cooperrider , Jen Hetzel Silbert , Ada Jo Mann (2008), Positive Family Dynamics: Appreciative Inquiry Questions to Bring Out the Best in Families, Taos Institute Publications 6. Jenkins Suzanne (2012) Family Dynamics, CreateSpace Independent Publishing Platform 7. Mahapragya Acharya (2009), Happy and Harmonious Family, Harper Collins-India. 8. Ratra Amiteshwar (2009), Marriage and family, Deep & Deep Publication. 9. Singh Shailendra Kumar (2009), Encyclopaedia of Indian Marriage and Family-1 Edition, AnmolPublicationsPvt.Ltd. 10. Strong, Bryan (2001), The Marriage and Family Experience, Eighth Edition, Wadsworth Thomson Learning 11. TambatambaJocelyn (2012), Filtering Marriage Counselling: Biblical Reasons For Filtering Out Traditions New Delhi, Notion Press

WOMEN STUDIES

Code: Total Marks: 150 Total No. of Hours: 52 ESE: 70(T)+35(P) Hours per Week : 4:0:2 CIA: 30(T)+15(P)

Objectives

 To understand the concept of women studies.  To learn the status of women in India.  To understand the constitutional rights and benefits of women in India.

Course Outcomes: At the end of the semester students will be able to

 CO1: Identify major influences of historic feminist movements to bring up women studies.  CO2: Comprehend the international perspectives on women studies.  CO3: Understand the interaction between women in different roles.  CO4: Recognize the women in different social institutions.  CO5: Understand the constitutional and legal rights catering for women in India.  CO6: Identify the issues and problems of women in India.

Unit Contents Hours I Introduction to Women’s Studies: Definition, Meaning, Concept, 6 Genesis, Growth and Scope of women’s studies in India, Women’s Studies- An International perspective.

II Women and Social Institutions: Family- Meaning and Definition; 12 Ethos of Joint, Nuclear–patriarchal & matriarchal families Marriage- Concept and Definition, Monogamy, Polygamy Polyandry. Multiple Roles of Women- Role conflict, Role change.

III Status of Women in India: Position and status of Women in Indian 10 society and religion. Sex Ratio in India, Factors responsible for adverse sex ratio in India, Consequences of adverse sex ratio, measures to achieve the balance between the sexes.

IV Constitutional rights of women, marital rights Laws related to marital 12 rights of women with regard to their individual religion, Hindus, Muslims, Christians and Parsi Marriage act, Divorce, Maintenance, Adoption, Guardianship & Property, Family Courts Act 1986 Immoral Traffic Prevention Act 1986

V Women in India-Issues and Problems: Female foeticide, Female 12 Infanticide, child marriage, Dowry, Divorce, Widowhood, Female commercial sex workers, Domestic violence, problems, Problems of Women prisoners, Women living with HIV/AIDS.

WOMEN STUDIES- Practical

Code: EC-02 Total Marks: 50 Total No. of Hours: 26 ESE:35 Hours per Week : 2 CIA: 15 Sl no Experiments

1 Preparation of Case study on women who have faced atrocities/women entrepreneur/women achiever 3 Academic debate on topics related to women issues 4 Carrying out campaign on women issues

References:

1. Channa S. M (2004), Encyclopaedia of Women Studies. 5 Volumes Set (English) 01 Edition, Cosmo Publications. 2. Jain Devaki and Pam Rajput (2003) Narratives From The Women`S Studies Family: Recreating Knowledge, SAGE Publications India Pvt Ltd, New Delhi. 3. Tyagi S.P (2011) Theoretical approach to womens studies, SUBLIME Publication. 4. Raman KV (2011),Changing status of women in India, SUMIT ENTERPRISES 5. NelascoShobana (2010), Status of Women in India, New Delhi, Deep & Deep Publications 6. Khan Amana Fontanella (2013), Pink Sari Revolution: A Tale Of Women And Power In India, New Delhi, Pan Macmillan India

PLAY AND CREATIVITY ACROSS LIFE SPAN

Code: Total Marks: 150 Total No. of Hours: 39+52 ESE: 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P)

Objective  To provide students with an understanding of a variety of play  To understand the theories of play and its importance  To understand and Enhance their creative and innovative thinking skills

Course Outcomes: At the end of the semester students will be able to

 CO1: Comprehend the role of play in growth and development of children  CO2: Recognize the changing modes of play and its effect on the development of children  CO3: Demonstrate the therapeutic applications of play  CO4: Understand the elements of play and creativity

Unit Topics Hours I Play - Definition and Significance. Types of Play: 8 Sensorimotor and Object play, Exploratory, Solitary, Parallel, Pretend play, Physical or Locomotor Play, Rough- and-Tumble Play, Symbolic, Constructive, Dramatic/role play, Co – operative, Individual play, Group Play, Sports, Games Play in growth and development, individual differences; Role of play in different domains of development

II Theories of Play – Piaget, Vygotsky, Surplus energy theory, 7 Recreation or Relaxation theory, Practice or Pre‐ exercise theory, and Recapitulation theory

Play across cultures, changing modes of play

III Creativity: Meaning, Definition and Significance, Stages, 12 Creativity in Growth and Development of children. Components of Creativity: Fantasy, Imagination, Giftedness, Fluency, Flexibility, Originality, Celebration and Curiosity.

Creative thinking, Creativity model; Guilford theory of creativity, Stages/ Process in creativity, Creative thinking as a skill, Creativity in problem solving

Lateral thinking: meaning, concept, importance in today’s context

IV Play Therapy: Definition, Types: Group Play therapy, 8 Family play therapy, Play therapy in schools, special populations, multicultural, Animal assisted play therapy Assessment, Play therapy supervision

V Contemporary Issues in Play research, Current research 4 trends in play and creativity

PLAY AND CREATIVITY ACROSS LIFE SPAN- Practical

Code: Total Marks: 150 Total No. of Hours: 39+52 ESE: 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P)

Sl no Experiments

1. Plan and implement an activity to foster physical development of children (0 to 12 years) 2. Conduct a workshop to emphasise the importance of play/creativity during adulthood 3. Write a review article/concept paper on topics related to play and creativity 4. Creating art material for enhancement of socio-emotional development, team building, leadership, knowing yourself etc. 5. Organise a Lateral thinking workshop

References:

1. Carmichael, K. (2006). Play therapy, an introduction. Upper Saddle River, NJ: Pearson Education, Inc. 2. Cattanach, A. (2008). Narrative approaches in play therapy. Philadelphia, PA: Jessica Kingsley Publishers. 3. Drewes, A., Carey, L., & Schaefer, C. E. (Eds.). (2010). School-based play therapy (2nd ed). New York, NY: John Wiley & Sons, Inc. 4. Barnett, L. (1984). Research note: Young children’s resolution of distress through play. Journal of Child Psychology and Psychiatry, 25(3), 477–483. doi: 10.1111/j.1469-7610.1984.tb00165.x 5. Bornstein, M. H. (2007). On the signifcance of social relationships in the development of children’s earliest symbolic play: An ecological perspective. In A. Göncü& S. Gaskins (Eds.), Play and development: Evolutionary, sociocultural, and functional perspectives (pp. 101–129). Mahwah, NJ: Erlbaum. 6. Malchiodi, C. (1998). Understanding children’s drawings. New York, NY: Guilford 7. Moor, J. (2008). Playing, laughing and learning with children on the autism spectrum: A practical resource of play ideas for parents and carers. London, Great Britain: Jessica Kingsley Publishers, Ltd. 8. Kottman, T. (1995). Partners in play: An Adlerian approach to play therapy. Alexandria, VA: American Counseling Association. 9. Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). New York, NY: Brunner- Routledge.

HUMAN RESOURCES MANAGEMENT

Code: AC-05 Total Marks: 50 Total No. of Hours: 26 ESE:35 Hours per Week : 2:0:0 CIA: 15

Objectives

 To understand human resource as capital  To understand the importance of training.  To understand the laws related to human resource management.

Course Outcomes: At the end of the semester students will be able to  CO1: Understand the basics of human resource management.  CO2: Know the roles, responsibilities and qualities of good human resource manager.  CO3: Identify the laws related to human resources and affirmatives.  CO4: Comprehend the process of recruitment and selection in an organization.

Unit Content Hours I Human Resource Management –concept, definition, scope 6 and Importance , Objectives ,Functions II Roles, Responsibilities and Quality of a good Human 6 Resource Managers -- Job Analysis, Job description and Job Specification, skill training for personnel management III Recruitment and Selection - Sources of Recruitment - 8 Selection Process - Test Types - Interview Types - Career Planning – Vs Man Power Planning. IV Human Resources Law and Affirmative Action and Equal 6 Employment Policies wage related policies , and Performance Management Systems

References

 Aswathappa K (2002), Human Resource and Personnel Management, Tata Mc Graw Hill Publishing Co. Ltd.  Gupta C.B. (2014), Human Resource Management, Sultan chandand Sons publications.  Subba Rao P. (2010), Personnel & Human Resource Management, Himalaya Publishing House.

HUMAN SEXUALITY

Code: OE Total Marks: 50 Total No. of Hours: 26 ESE: 35 Hours per Week : 2:0:0 CIA: 15

Objectives:

 To understand the concept and components of sexuality  To learn the issues associated with human sexuality

Course Outcomes: At the end of the semester students will be able to

 CO1: Understand the concept of human sexuality.  CO2: Know he issues and concerns related to sexuality.  CO3: Recognize the problems and challenges of sexuality.  CO4: Identify the problems and challenges, concerns of transgender.  CO5: Importance of sexuality education across ages.

Units Contents Hours I Understanding human sexuality: concept of sexuality, 06 sexual development across lifespan Myths and misconceptions about sexuality

II Women and sexuality: Birth control and contraception, 06 abortion, Menopause - stages and its consequences.

III Men and sexuality: Male fertility, Andropause and its 05 consequences, premature ejaculation, erectile dysfunction, reduced libido.

IV Transgender and sexuality: problems and challenges and 07 concerns Sexual violence and consequences- Sexual abuse, Incest, Rape, Sexual manipulation, Sexual harassment, Harmful practices, STDs V Organisations working on issues related to sexuality 02

References:

1. Baggott L M (1997) ,Human Reproduction, Cambridge University Press 2. Jones Richard E and Kristin H Lopez (2006), Human Reproductive Biology Academic Press 3. Kumar Raj, et al. (2000), Women and Sexuality, Anmol Publications Pvt. Ltd. 4. SharmaVinod Kumar (2009), Sexually Transmitted Diseases and HIV and AIDS, second edition, Anshan Ltd; 5. HolmesKing K., et al. (2008), Sexually Transmitted Diseases, 4th edition, Mc Graw Hill Education/Exclusively distd. By Jaypee 6. Russell Josse and Ronald Cohn (2013), Transgender, Book on Demand Ltd. 7. Nietzsche Friedrich Wilhelm, Thomas Common (2006),The Gay Science, Dover Publications

IV SEMESTER

MEDIA IN HUMAN DEVELOPMENT

Code: Total Marks: 150 Total No. of Hours: 39 ESE: 70(T)+35(P) Hours per Week : 3:0:4 CIA: 30(T)+15(P)

Objectives:

 Understand the Role of media in Human development  Understand the process of making Audio- Visual Materials  Develop ability in producing various media materials  Have a sound knowledge base for the relevance and applicability of the various media used in human communication and their complimentary role towards each other.

Course Outcomes: At the end of the semester students will be able to

 CO1: Understand the Role of media in Human development  CO2: Understand the process of making Audio- Visual Materials  CO3: Develop ability in producing various media materials  CO4: Know the cultural heritage of media.  CO5: Recognize the use of media in Human Development UNIT Topics Hours

I Media- Definition, theories. Various constraints in the use of media. 04 Mass Communications - Elements, Characteristics, Models and Scope II Media Systems- traditional and contemporary Media-Role in 08 Enhancing Cultural Heritage, Co-existence with Modern Media Systems and Applicability in Education and Entertainment-Puppetry, Folk Songs, Folk Theatre, fairs, Print Media- Books, Newspapers, Magazines, Leaflets and Pamphlets III Electronic media-Radio, Television, Video, Computer Based 08 Technologies. Outdoor Media-Exhibition, Fairs and Kiosks Ethics in Mass Media, Freedom of Speech, Expression and Social responsibility Political and Government Controls on the Media. IV Role of media- in education, empowerment of women, development of 05 children and youth, in protection of environment, in promotion of human rights, political development V Use of media technologies in early childhood classrooms 10  Digital media and digital culture: synergy between children’s online and offline digital literacy practices, with the proliferation of apps and toys that embed augmented reality: relationship between childhood cultures, play and literacy;  Current best practices in digital learning and teaching in nursery and primary schools: the role of online tutoring, the use of built in pedagogical agents, pedagogical implications of technology development for teachers; Use of digital technologies to improve the lives of children with regards to education, health, and social and emotional development VI Media as a disadvantage: 04  Excessive media consumption as a cause of addiction and other kinds of developmental psychopathology and differential susceptibility to media effects;  Internet: online opportunities, risks and safety – harmful consequences

MEDIA IN HUMAN DEVELOPMENT- Practical

Code: EC-05 Total Marks: 50 Total No. of Hours: 52 Practical ESE: 35 Hours per Week: 4 CIA: 15 S.No Experiment 1 Collect Samples of social and commercial advertisements across different media and study in differences and similarities in terms of strategy , appeal, content, presentation, treatment and media case 2 Preparation of Visual Non – Projected Materials- Booklets, Pamphlets/ Leaflets, Posters, Cover Page for text and other books 3 Planning, development and evaluation of communication strategies and techniques for selected traditional, print, electronic and outdoor media systems. 4 Preparing advertisements keeping in consideration headlines, illustrations, slogan, logo, seal of approval and colour effectiveness with the help of computer

References:

1. Bhatia Arun (2005), Media and Communication Ethics, Akanksha Publishing. 2. Calvert, S. L., & Jordan, A. B. (Eds.) (2001). Children in the digital age. Journal of Applied Developmental Psychology, 22, 3–5. 3. Gandhi Ved Prakash (2004), Mass Media And Communication Strategies- 2 Edition, KANIska Publication. 4. Greenfield, P. M. (1993). Representational competence in shared symbol systems: Electronic media from radio to video games.In R. R. Cocking, & K. A. Renninger (Eds.), The development and meaning of psychological distance (pp. 161– 183).Hillsdale7 Erlbaum. 5. IversKaren S (2009), A Teacher's Guide to Using Technology in the Classroom, Libraries Unlimited 6. AsamenJoyKeiko, et al. (2008), The Sage Handbook of Child Development, Multiculturalism, and Media, Sage Publications (CA) 7. EvraJudith Page Van (2004), Television and Child Development, Routledge publication 8. Haerens Margaret (2014) , Mass Media,Greenhaven Press GUIDANCE AND COUNSELLING

Code: Total Marks: 150 Total No. of Hours: 52 ESE: 70+35(Tu) Hours per Week : 4:2:0 CIA: 30(T)+15(Tu) Objectives:

 Understand the need for Guidance and Counselling in Human Development.  Introduce basic concepts in Guidance, Counselling and therapy.  Discuss the processes involved in Counselling at different Stages in life.

Course Outcomes: At the end of the semester students will be able to:

 CO1: Understand the concepts and principles of guidance and counselling and importance of Guidance and Counseling throughout life span.  CO2: Conceptualize guidance and counseling and the different types and techniques used in guidance.  CO3: Know the ethics of counselors and suggestions to become effective counselor.  CO4: Understand the process of counseling and learns different approaches in counseling. UNIT Topics Hours

I Guidance and Counselling – Meaning, Nature, Scope, Principles, 10 Goals, Needs of Guidance and Counselling of different groups, Relationship between guidance and counselling Types and Techniques used in guidance – Educational, Vocational, Socio-personal, Leisure time guidance; Individual and Group Guidance – Meaning and needs, Advantages, Techniques used; Role of audio-visual aids in guidance

II Counsellors –Characteristics, Qualification and qualities, Skills and 10 Competencies; Ethics – Do’s and Don’ts; Limitations and Professional growth of counsellors; Tips for becoming effective counsellor Counselling Process – Preparation and Pre requisites for counselling stages in counselling process, Follow up and Review

III Counseling Approaches and Techniques – Meaning, Origin, Procedure, 10 Merit and Limitations of counseling approaches; Psychoanalysis approach, Carl Roger’s approach, Rational–Emotive approach; Counseling techniques – Client-centered, Counselor-centered and Eclectic counseling.

IV Types of Counseling - Individual and Group counseling - Tools 10 Required, Types of groups, Process of individual and Group counseling, Merits and Limitations – Situations that lend for group counseling situation V Areas of Counseling – Premarital and Marital counseling, Family 12 counseling, Parental counseling, Adolescent counseling, Counseling for girls and children belonging to special groups Special Concerns of School Counselor – Issues related to academic achievement, School drop out, Child abuse, Sexual abuse, Substance abuse, Family relations and child rights

References 1. Clark (1999), Defense Mechanisms in the Counseling Process, New Delhi, Sage Publications 2. Jones N (20122), Counselling & Therapy- 5th Edition, SAGE Publications India Pvt Ltd.

3. Jacobs Ed E , Robert L Masson , Riley L Harvill (2011), Group Counseling: Strategies and Skills, 7th edition, Texas, INGRAM INTERNATIONAL INC 4. Kinra (2008), Guidance and Counselling, Pearson India, New Delhi.

5. Moursund Janet (2001), The Process of Counseling and Therapy, 4th edition, New Delhi, Pearson 6. Rao Vinay (20122),Guidance And Counselling: A Manual, Saurabh Publishing House. 7. Rao Narayan S (2002),Counselling and Guidance-2nd Edition, Tata McGraw - Hill Education 8. Sharma Ram Nath, Rachana Sharma (2007), Guidance and Counselling in India, Atlantic publication.

9. Sharma Vimal Kumar and Dinesh Verma (2014), Guidance And Counselling, New Delhi, Gullybaba Publishing House (P) Ltd; 10. Parsons Richard D (2006), Based Interventions for School Counselors New Delhi, Pearson Education

CULTURE AND PSYCHOLOGY

Code: AC-04 Total Marks: 150 Total No. of Hours: 52 ESE: 70+35(Tu) Hours per Week : 4:2:0 CIA: 30(T)+15(Tu)

Objectives

 To understand the relation between culture and psychology.  To learn the theories related to cultural psychology.  To understand the influence of culture on child development and behaviour.

Course Outcomes: At the end of the semester students will be able to

 CO1: Understand cultural psychology.  CO2: Knows diverse factors that influence culture and psychology.  CO3: Comprehends psychological assessments.  CO4: Differentiates attachments across cultures.  CO5: Recognizes importance of culture in human development.

Units Contents Hour I Defining culture, Epistemology and Cultural Psychology, 8 Components of cultures, Characteristics of culture. Integration of Culture and Psychology, Functions of Culture.

II Cultural factors and impact on families; family cohesion, 10 interpersonal communication patterns, conflict resolution, family crisis and adaptations. Legal provisions – emerging cultural trends. Cross-cultural variations and their impact on families Socio-cultural theory

III Culture and Behaviour: Process of cultural shaping, Process of 10 Cultural transmissions, Enculturation, Socialization, Acculturation, Cultural borrowing, Cultural contact in contemporary period; Influence of Culture, ethnicity and race on human behaviour

IV Culture and Personality, Culture and emotion, Cross culture 10 routes to altered states of consciousness, culture and gender, culture and health, Culture and Morality, Attachment across cultures Culture specific syndromes

V Culture and intelligence: Intelligence in the Indian tradition, 10 Cultural Biases-Based on Dominant Culture, Possible Cultural Differences in IQ Tests, culture and reasoning. Culturally sensitive psychotherapy

VI Cross cultural research, Research trends in cross-cultural family 4 studies, methodological issues.

References

1. Branco Angela Uchoa, JaanValsiner (2012), Cultural Psychology of Human Values, Information Age Publishing 2. Franks Bradley (2011), Culture and Cognition: Evolutionary Perspectives, Palgrave Macmillan 3. Georgas James, et al. (2003), Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III, Academic Press Inc. 4. Howe Carollee (2009), Culture and Child Development in Early Childhood Programs: Practices for Quality Education and Care, US, Teachers' College Press 5. Hunt E., J. Berry, Sidney H. Irvine Indigenous Cognition: Functioning In Cultural Context, Published by Springer 6. Keats Daphne (1997), Culture and the Child: A Guide for Professionals in Child Care and Development (Wiley Series in Culture and Professional Practice,Wiley-Blackwell 7. Matsumoto David, Linda Juang (2009), Outlines & Highlights for Culture and Psychology by, Academic Internet Publishers Incorporated. 8. Miller Frederic P., et al. (2010) Cultural Psychology, New Delhi, Alphascript Publishing 9. Sharma Dinesh (2014) Psychoanalysis, Culture, and Religion, oxford university press. 10. Valsiner Jaan (2007),Culture In Minds And Societies: Foundations Of Cultural Psychology-FIRST Edition, sage publication.

HUMAN RIGHTS

Code: Total Marks: 100 Total No. of Hours: 52 ESE: 70(T) Hours per Week : 4:0:0 CIA: 30(T)

Objectives

 To understand concept and evolution of human rights.  To understand the International convention of human rights.  To understand the classification of human rights.

Course Outcomes: At the end of the semester students will be able to

 CO1: Understand aspects of human rights education and types of rights and duties  CO2: Identify different instruments and become aware of the organizational set up the United Nations  CO3: Analyse the different human rights and duties in the Indian and international context  CO4: Comprehend enforcement mechanisms and human right defenders  CO5: Describe and critique the different human rights issues faced by vulnerable and disadvantaged groups

Unit Contents Hours I Introduction to Human Rights and Duties 12

Human Values and Human Rights Education  Values- Dignity, Liberty, Equality, Justice, Unity in Diversity, Ethics and Morals.  Human Rights Education and its significance  Types of Human rights Rights and Duties  Concept of Rights and Duties types  Types of Rights and Duties  Interrelationship of Rights and Duties II Terminology of Various Legal Instruments 10  Concept of Legal Instrument and its binding nature  Types of Instruments: Covenant-Charter-Declaration- Treaty-Convention-Protocol-Executive Orders and Statutes. United Nations And Human Rights  Brief History of Human Rights  United Nations Charter and Human rights  International Bill of Human rights  Universal Declaration of Human Rights  International Covenant on Civil and Political Rights (1966) with its two Optional Protocols and  International Covenant on Economic, Social and Cultural Rights (1966). III Human Rights and Duties - International and Indian 10 perspective Human Rights and the Constitution of India  Preamble  Fundamental Rights  Directive Principles of State policy  Fundamental Duties Other Essential Rights for Human Development  Right to Education  Right to Health  Right to Food  Right to Adequate Shelter  Right to Information  Custodial rights  Environmental rights IV Enforcement Mechanism 8  Enforcement of Human Rights – International  Human Rights Act, 1993 - an over view  National and State Human Rights Commission  Judicial Organs- Supreme Court (Art 32) and High Courts (Art 226)  Commission of Women Human Rights defenders  Human Rights defenders – who are they and how they work? (Human rights activists, NGO’s, lawyers, media, students etc) V Human rights of vulnerable and disadvantaged groups 12  Meaning and Concept of Vulnerable and Disadvantaged Groups  Human Rights and Women's Rights – International and National Standards  Human Rights of Children - International and National Standards  Indigenous People  Senior citizens and the Disabled  The Minorities  Refugees  HIV/AIDS Victims

References

 Chand Jagdish(2007), Education for human rights, Shipra Publication.  GonsalvesLina (2008), Woman and human rights (English) 01 Edition, APH Publication.  Kumar Ashok (2014), Human Rights And Women In India, Raj Publication.  O'Byrne (2003)Human Rights : An Introduction (English) 1st Edition, Pearson publication.  Priyam (2009), Human Rights, Gender and the Environment, Pearson India publication.  Yasin AdilUl(2004), Human rights, Akansha Publishers.

MANAGEMENT OF PROGRAMS FOR CHILDREN AND FAMILIES

Code: Total Marks: 100 Total No. of Hours: 52 ESE: 70 Hours per Week : 4:0:0 CIA: 30

Objectives:

 To comprehend the components of a programme  To understand the need and rationale for effective monitoring of programs  To study the process and strategies for monitoring and evaluation

Course Outcomes: At the end of the semester students will be able to

 CO1: Explain the components of programme and understand the process involved in program planning  CO2: Comprehend the need for monitoring and evaluation of programmes  CO3: Identify process and techniques of monitoring a programme  CO4: Analyze and critique appraisal and evaluation programmes  CO5: Understand the need and steps of economic evaluation

UNIT Topics Hours

I Components of a Programme/ Project – Objectives, Population i.e., 10 clientele for stake holders, implementation process, resource mobilization and funding, Administrative structure II Monitoring and Evaluation – Purposes and Objectives – Need and 10 Utility of monitoring and evaluation towards effective and efficient project management; Scope and Meaning; Linkages between monitoring and evaluation; Formulating indicators based on programme goals and objectives III Process and Techniques of Monitoring - Delineating goals, Facets 12 and indicators for monitoring; Duration and Stages of monitoring process; monitoring as a part of management information system; monitoring quality; balance in programme core components; quality and community needs; quantity and cultural context; core quality indicators; modifying existing system of monitoring and supervision based on outcomes IV Evaluation and Appraisal Programmes – Stake holders in evaluation 10 – agency, clients, professional and other staff, community and funding agency; Baseline/Benchmark Survey; Kinds of evaluation – formative, Summative and ex post evaluation; Internal and External evaluation, Result oriented evaluation V Economic Evaluation – Effective Use of Resources, Achieving Value 10 for Resources/money; Steps in Economic Evaluation

References

 Tripodi Tony , Irwin Epstein (1977), Research Techniques for Program Planning Monitoring and Evaluation, Columbia University Press

 Valadez (1995), Monitoring and Evaluating Social Programs in Developing Countries, World Bank Publications

**********************************************************************